Motivational Predictors of Coping With Academic Examination

Julie Doron 1 Yannick Stephan 2 Christophe Maïano 3 Christine Le Scanff 1
1 UP11 - Université Paris-Sud - Paris 11
2 Université de Grenoble 1
3 Université de la Méditerranée - Aix-Marseille 2
Abstract : The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students’ coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting.
Keywords : self-determination coping achievement goals academic examination
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Article dans une revue
Journal of Social Psychology, Taylor & Francis (Routledge), 2011, 151 (1), pp.87-104. 〈10.1080/00224540903366768〉
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Julie Doron, Yannick Stephan, Christophe Maïano, Christine Le Scanff. Motivational Predictors of Coping With Academic Examination. Journal of Social Psychology, Taylor & Francis (Routledge), 2011, 151 (1), pp.87-104. 〈10.1080/00224540903366768〉. 〈hal-01579268〉

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