弹性对学生表现和幸福感的影响:自我效能感、自我设定目标和焦虑的作用。

IF 1.9 4区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY
Journal of General Psychology Pub Date : 2022-07-01 Epub Date: 2020-10-28 DOI:10.1080/00221309.2020.1835800
Kent Etherton, Debra Steele-Johnson, Kathleen Salvano, Nicholas Kovacs
{"title":"弹性对学生表现和幸福感的影响:自我效能感、自我设定目标和焦虑的作用。","authors":"Kent Etherton,&nbsp;Debra Steele-Johnson,&nbsp;Kathleen Salvano,&nbsp;Nicholas Kovacs","doi":"10.1080/00221309.2020.1835800","DOIUrl":null,"url":null,"abstract":"<p><p>Universities prepare students to become contributing members to the workplace and to society. However, with rising tuition costs and other increasing time and resource demands, students face substantial adversity. Students' ability to cope with that adversity influences successful completion of academic coursework and retention in degree programs, ultimately providing a source of potential effective future employees. Previous research has demonstrated numerous direct relationships between dispositional resilience and pivotal outcomes, such as performance, life satisfaction, and subjective well-being. However, research has failed to explore underlying mechanisms through which resilience may affect these outcomes, especially in academic contexts. The purpose of the current study was to use self-regulation theory as a framework for examining the effects of students' resilience on outcomes. Using a sample of undergraduate students from a Midwestern university in the U.S. (<i>N</i> = 141), we proposed and tested a path model addressing self-efficacy, self-set goals, and state anxiety as mechanisms through which resilience influences performance and subjective well-being. Our results provided evidence supporting a structural model involving resilience, such that student resilience (a) has an indirect effect on performance through self-efficacy and self-set goals, (b) has an indirect effect on state anxiety through self-efficacy, and (c) accounts for unique variance in subjective well-being after controlling for state anxiety. Implications, limitations, and directions for future research are discussed.</p>","PeriodicalId":47581,"journal":{"name":"Journal of General Psychology","volume":"149 3","pages":"279-298"},"PeriodicalIF":1.9000,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00221309.2020.1835800","citationCount":"18","resultStr":"{\"title\":\"Resilience effects on student performance and well-being: the role of self-efficacy, self-set goals, and anxiety.\",\"authors\":\"Kent Etherton,&nbsp;Debra Steele-Johnson,&nbsp;Kathleen Salvano,&nbsp;Nicholas Kovacs\",\"doi\":\"10.1080/00221309.2020.1835800\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Universities prepare students to become contributing members to the workplace and to society. However, with rising tuition costs and other increasing time and resource demands, students face substantial adversity. Students' ability to cope with that adversity influences successful completion of academic coursework and retention in degree programs, ultimately providing a source of potential effective future employees. Previous research has demonstrated numerous direct relationships between dispositional resilience and pivotal outcomes, such as performance, life satisfaction, and subjective well-being. However, research has failed to explore underlying mechanisms through which resilience may affect these outcomes, especially in academic contexts. The purpose of the current study was to use self-regulation theory as a framework for examining the effects of students' resilience on outcomes. Using a sample of undergraduate students from a Midwestern university in the U.S. (<i>N</i> = 141), we proposed and tested a path model addressing self-efficacy, self-set goals, and state anxiety as mechanisms through which resilience influences performance and subjective well-being. Our results provided evidence supporting a structural model involving resilience, such that student resilience (a) has an indirect effect on performance through self-efficacy and self-set goals, (b) has an indirect effect on state anxiety through self-efficacy, and (c) accounts for unique variance in subjective well-being after controlling for state anxiety. Implications, limitations, and directions for future research are discussed.</p>\",\"PeriodicalId\":47581,\"journal\":{\"name\":\"Journal of General Psychology\",\"volume\":\"149 3\",\"pages\":\"279-298\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2022-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/00221309.2020.1835800\",\"citationCount\":\"18\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of General Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/00221309.2020.1835800\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2020/10/28 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of General Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/00221309.2020.1835800","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2020/10/28 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 18

摘要

大学培养学生成为对工作场所和社会有贡献的成员。然而,随着学费的上涨以及其他时间和资源需求的增加,学生们面临着巨大的困境。学生应对逆境的能力影响学术课程的顺利完成和学位课程的保留,最终提供潜在的有效的未来员工的来源。先前的研究已经证明了性格弹性与关键结果之间的许多直接关系,例如绩效、生活满意度和主观幸福感。然而,研究未能探索恢复力可能影响这些结果的潜在机制,特别是在学术背景下。本研究的目的是利用自我调节理论作为一个框架来考察学生心理弹性对结果的影响。我们以美国中西部一所大学的本科生为样本(N = 141),提出并检验了自我效能感、自我设定目标和状态焦虑作为弹性影响绩效和主观幸福感机制的路径模型。我们的研究结果为一个涉及弹性的结构模型提供了证据,这样学生弹性(a)通过自我效能感和自我设定目标间接影响成绩,(b)通过自我效能感间接影响状态焦虑,(c)在控制状态焦虑后解释主观幸福感的独特差异。讨论了未来研究的意义、局限性和方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Resilience effects on student performance and well-being: the role of self-efficacy, self-set goals, and anxiety.

Universities prepare students to become contributing members to the workplace and to society. However, with rising tuition costs and other increasing time and resource demands, students face substantial adversity. Students' ability to cope with that adversity influences successful completion of academic coursework and retention in degree programs, ultimately providing a source of potential effective future employees. Previous research has demonstrated numerous direct relationships between dispositional resilience and pivotal outcomes, such as performance, life satisfaction, and subjective well-being. However, research has failed to explore underlying mechanisms through which resilience may affect these outcomes, especially in academic contexts. The purpose of the current study was to use self-regulation theory as a framework for examining the effects of students' resilience on outcomes. Using a sample of undergraduate students from a Midwestern university in the U.S. (N = 141), we proposed and tested a path model addressing self-efficacy, self-set goals, and state anxiety as mechanisms through which resilience influences performance and subjective well-being. Our results provided evidence supporting a structural model involving resilience, such that student resilience (a) has an indirect effect on performance through self-efficacy and self-set goals, (b) has an indirect effect on state anxiety through self-efficacy, and (c) accounts for unique variance in subjective well-being after controlling for state anxiety. Implications, limitations, and directions for future research are discussed.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of General Psychology
Journal of General Psychology PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
5.20
自引率
4.00%
发文量
10
期刊介绍: The Journal of General Psychology publishes human and animal research reflecting various methodological approaches in all areas of experimental psychology. It covers traditional topics such as physiological and comparative psychology, sensation, perception, learning, and motivation, as well as more diverse topics such as cognition, memory, language, aging, and substance abuse, or mathematical, statistical, methodological, and other theoretical investigations. The journal especially features studies that establish functional relationships, involve a series of integrated experiments, or contribute to the development of new theoretical insights or practical applications.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信