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Article dans une revue
Motivational Predictors of Coping With Academic Examination
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.
Littérature citée [48 références]
https://hal-insep.archives-ouvertes.fr/hal-01579268
Contributeur : Documentation Insep <>
Soumis le : jeudi 31 août 2017 - 10:48:01
Dernière modification le : mercredi 3 avril 2019 - 01:56:29
Document(s) archivé(s) le : vendredi 1 décembre 2017 - 16:58:07
Contributeur : Documentation Insep <>
Soumis le : jeudi 31 août 2017 - 10:48:01
Dernière modification le : mercredi 3 avril 2019 - 01:56:29
Document(s) archivé(s) le : vendredi 1 décembre 2017 - 16:58:07
Fichier
Doron et al. JSP 2011.pdf
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