Doing Well and Feeling Well: Investigating Stress Regulation and Self-Regulated Learning Practices in Student Success Outcomes (Poster 39)

• In Event: AERA Poster Session Eight
  In Poster Session: Cognitive and Motivational Processes: Poster Session Two

Abstract

This study examines the underlying mechanisms by which stress mindsets and coping self-efficacy beliefs contribute to student success. Specifically, the mediational role of self-regulated learning (SRL) practices is examined in explaining the relationship between coping self-efficacy in the context of stress mindset (e.g., stress regulation) and two kinds of student success outcomes: (a) doing well academically (decreased motivational challenges), and (b) feeling well at university or mental health. This research is important for identifying directions for interventions that can help students cope with stress, which is expected in academic contexts, more productively. Results showed stress regulation predicts an increase in mental health and decrease in motivational challenges, these associations are greater when the mediators for SRL practices are included.

Authors

• Meg Kapil, University of Victoria
  Presenting Author

• Ramin Rostampour, University of Victoria
  Non-Presenting Author

• Allyson F. Hadwin, University of Victoria
  Non-Presenting Author