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

Abstract

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.

The relationship between academic boredom and EFL achievement: Examining the mediating role of behavioral engagement

“…Scholars have extensively studied the antecedents and consequences of behavioral engagement (e.g., Feng & Hong, 2022;Kang & Wu, 2022;Shih, 2018). For example, Kang and Wu (2022) found that behavioral engagement mediated the relationship between academic enjoyment and EFL achievement among teenagers aged 12 to 15.…”

“…For example, Kang and Wu (2022) found that behavioral engagement mediated the relationship between academic enjoyment and EFL achievement among teenagers aged 12 to 15. In a sample of 402 eighth-grade Taiwanese students, Shih (2018) documented that achievement goals would affect coping indirectly through engagement. These findings demonstrated that behavioral engagement might mediate the relationship between achievement emotions (e.g., academic boredom) and academic performance, which provides the theoretical framework for the present study.…”

Teacher Emotional Support Facilitates Academic Engagement Through Positive Academic Emotions and Mastery-Approach Goals Among College Students

“…Furthermore, as an essential condition for effective learning performance (Elliot & Murayama, 2008), mastery-approach goals are positively associated with academic engagement (Babenko et al, 2018; Datu & Park, 2019; Miller et al, 2021). Specifically, students with higher mastery-approach goals reported more significant investment in their effort in learning (Hulleman et al, 2016), thus showing more engagement in achieving the goal (Jiang & Zhang, 2021; Putwain et al, 2018; Shih, 2018).…”

Evaluation of an implementation intentions intervention for managing university student stress

“…With regard to the automatic processes, it was hypothesised that participants allocated to the intervention condition would report significantly higher behavioural automaticity for PFC behaviour (H 4 ) relative to participants allocated to the control condition from baseline to the follow-up 2 weeks later. Turning to the secondary outcomes, as PFC is associated with higher psychological wellbeing (Chao, 2011), lower procrastination (Shih, 2019), and reduced perceived stress (Lai & Cheah, 2020); it was also hypothesised that participants allocated to the intervention condition would report significantly lower procrastination scores (H 5 ), lower perceived stress scores (H 6 ), and significantly higher psychological wellbeing scores (H 7 ), relative to participants allocated to the control condition from the baseline to the follow-up 2 weeks later. -3 of 13 SD = 2.75).…”

“…In contrast, interventions such as tailored coping skills programs, can be applicable for increasing use of emotion-focused coping strategies or, for increasing problem focused coping (PFC) strategies such as planning, which aim to directly manage the stressors (Carver & Connor-Smith, 2010). Research indicates that PFC is a highly applicable coping strategy for university students, due to their most salient stressors being controllable and academic-related (Jensen et al, 2016;Pitt et al, 2018); and due to PFC having been linked to reduced perceived stress (Lai & Cheah, 2020), reduced procrastination (Shih, 2019), and increased psychological wellbeing (Chao, 2011) among university students. This is not to suggest that emotionfocused coping strategies are not potentially adaptive in the current context, but for the purposes of the current study, we have opted to focus on one shared coping behaviour to change, in a context where it would be widely considered to be adaptive.…”