Self-Regulated Learning and Mastery Goal Orientation as Mediators Between Perceived Autonomy Support and Academic Stress

• In Event: 77.056 - Fairmont Royal York Roundtable Session Seven
  In Roundtable Session: 77.056-5 - Postsecondary and Lifelong Learning: Application, Self-Regulation, and Scoring Consistency

Abstract

This study examines the relationship between perceived autonomy support from teachers, self-regulated learning, mastery goal orientation and academic stress. College and graduate students in China (N=366) participated in this study. The results indicate that academic stress is a multidimensional construct with four sub-constructs: stress to perform, time restraints, perception of workload and academic self-perceptions. These sub-constructs were studied in relation to autonomy support, self-regulated learning, and mastery goal orientation instead of stress. Direct effects of autonomy support were found on self-regulated learning, and mastery goal orientation, and also on perception of workload and academic self-perception. Mediation effects of self-regulated learning and mastery goal orientation were found between autonomy support and academic self-perception.

Author

• Jiali Zheng, University of South Carolina - Columbia