An Examination of Academic Coping Among Taiwanese Adolescents

Shih, Shu‐Shen

doi:10.1080/00220671.2013.867473

Cited by 12 publications

(9 citation statements)

References 31 publications

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“…Several studies have demonstrated that many college students are stressed by the demands of school and the subjective work overload and that this is negatively related to well-being (e.g., higher levels of depression, anxiety, reduced self-esteem, and life satisfaction; Eisenbarth et al, 2013; Shih, 2015). College student well-being may be impacted by several sources of stress, but we focus here on work overload due to its primary importance for college students and the potential use of coping skills to manage academic stress.…”

Section: How Do Stress Coping and Well-being Work Together?mentioning

confidence: 99%

Coping and Resilience in the Transition to Adulthood

2018

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Three general types of coping (problem-focused coping, social support-seeking, and meaning-focused coping) in the transition from adolescence to early adulthood are examined. Specifically, we investigated age differences, their interdependence, and their adaptive function in respect to academic work-related stress (resilience). The present study examined these issues in a crosssectional assessment (1,608 pupils and students between 14 and 30 years). Problem-focused coping and seeking social support were positively correlated with age. Age-moderated analyses showed pronounced associations between problem-focused coping and support-seeking in adolescence, but stronger associations between problem-and meaning-focused coping in young adulthood. Seeking social support and meaning-focused coping moderated the negative correlation between subjective stress and wellbeing. Age differences and the adaptive role of coping are discussed within a developmental framework.

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Section: How Do Stress Coping and Well-being Work Together?mentioning

confidence: 99%

Coping and Resilience in the Transition to Adulthood

2018

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“…They feel exhaustion related to demands studies, cynical attitudes and ineptness feelings into studies [2] Beck [3] defines the academic burnout as a psychological syndrome, which includes physical, emotional and psychological depletion [4].It is characterized by three dimensions : academic exhaustion due to study demands, academic disinterest towards study and academic inefficiency as a student. [5] Academic Burnout triggered by a chronic academic stress can be caused through course load, inadequate social support, ineffective peer interactions [6], personality traits, family and financial concerns. Thus, academic burnout was manifested by high emotional exhaustion, high cynism and low academic inefficiency.…”

Section: Introductionmentioning

confidence: 99%

Validation of Academic burnout scale among Moroccan trainee teachers

et al. 2021

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With the aim of measuring trainee’s academic burnout, the Maslach Burnout Inventory –Student Scale was translated, revised and validated. A cross-sectorial study took place between November and March 2020.The sample consisted 160 trainee teachers (36% males, 64% females) from Kénitra Regional Center of Education and Training (CRMEF). The average age is 27.94 ± 5.44 years. The Data collected was analyzed by SPSS to establish descriptive analysis, calculate reliability, and other psychometric properties. An exploratory factor analysis was used to validate the MBI-SS instrument. The results indicated the conservation of three factors. All subscales had satisfactory reliability. This study can be applied to more specific samples in other regional centers.

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“…The pursuit of examination success has turned Taiwanese classrooms into settings focused largely on the preparation for examinations. These practices are thought to lead to decreased academic engagement and motivation among adolescent students (Shih, 2012(Shih, , 2015.…”

Section: Introductionmentioning

confidence: 99%

Exploring Factors Related to Taiwanese Adolescent Students’ Academic Attributes and Engagement

Shih¹

2019

JEHD

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The purpose of the present study was to examine the relationships among Taiwanese adolescent students "perceptions of parental expectations along with parental criticism, satisfaction of the needs for autonomy and competence, implicit theories of intelligence, perfectionist tendencies, and academic procrastination in order to acquire a comprehensive understanding of the mechanisms related to students" academic attributes and engagement. Four hundred and five eighth grade Taiwanese students completed a self-reported survey assessing the variables described above. Findings of hierarchical regression analyses suggested that parental expectations, parental criticism, and competence need satisfaction significantly predicted implicit theories of intelligence. In terms of perfectionistic tendencies, parental expectations and competence need satisfaction positively predicted positive striving (i.e., personal standards and organization), whereas parental criticism emerged as a negative predictor of positive striving. Further, parental expectations, parental criticism, and an entity theory of intelligence positively predicted evaluative concerns (i.e., concerns over mistakes and doubts about actions). With respect to academic procrastination, results of hierarchical regressions revealed that parental influences, satisfaction of the needs for competence, and perfectionistic tendencies all functioned as determinants of academic procrastination. Implications for educational practices and future research are discussed.

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An Examination of Academic Coping Among Taiwanese Adolescents

Cited by 12 publications

References 31 publications

Coping and Resilience in the Transition to Adulthood

Coping and Resilience in the Transition to Adulthood

Validation of Academic burnout scale among Moroccan trainee teachers

Exploring Factors Related to Taiwanese Adolescent Students’ Academic Attributes and Engagement

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