The Relationship Between College Teachers’ Frustration Tolerance and Academic Performance

Shi, Song; Zhang, Zizai; Wang, Ying; Yue, Huilan; Wang, Zede; Qian, Songling

doi:10.3389/fpsyg.2021.564484

Cited by 8 publications

(7 citation statements)

References 32 publications

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“…This means that students can manage stress. According to the results of previous studies, it was stated that there was an influence significant between the level of frustration on academic stress experienced by students (Motlagh & Nahad, 2018;Shi et al, 2021;Wilde, 2012).…”

Section: Discussionmentioning

confidence: 99%

Academic Stress Levels of Physical Education Students in Attending Odd Semester Classes 2021/2022

Yarmani

Nopiyanto²,

Raibowo

et al. 2022

J. Ilm. Pendidik. Jasm

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The purpose of this study was to determine the level of academic stress experienced by Physical Education students in the odd semester 2021/2022. This type of research was a quantitative approach using a descriptive method through a survey approach. The research sample consisted of 199 students whose samples were taken using random sampling. In this study, the instrument used was an academic stress scale questionnaire which the author compiled to be used as a measuring tool. This academic stress measurement tool uses a Likert scale. The validity of the instrument used was 0.85 while the reliability was 0.86. The description of academic stress will thoroughly explain the aspects of academic stress in the form of percentages and categories. The results of data analysis showed that the level of academic stress experienced by physical education students in attending the odd semester was in the moderate category, and there was no significant difference between the stress experienced by female and male students.

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Section: Discussionmentioning

confidence: 99%

Academic Stress Levels of Physical Education Students in Attending Odd Semester Classes 2021/2022

Yarmani

Nopiyanto²,

Raibowo

et al. 2022

J. Ilm. Pendidik. Jasm

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“…In this study, 44.6% faculty members had more than 16 years of teaching experience and were less satisfied with the organization than those with less teaching experience, which is attributable to a lack of positive perception of formalization of organizational structure among faculty members with extensive teaching experience ( Ma and MacMillan, 1999 ). As teaching experience increases, faculty members’ tolerance for assessment stipulated in the formalization of organizational structure decreases ( Shi et al, 2021 ), thereby reducing the frequency of conformity ( Day, 2002 ). Therefore, reducing the negative effect of the increase in teaching years is also an important issue that administrators must focus on.…”

Section: Discussionmentioning

confidence: 99%

Factors affecting faculty conformity in South China universities

Chang²

2022

Front. Psychol.

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Based on social contagion theory, this study examines the mediating role of formalization of organizational structure between organizational identification and faculty conformity. It also analyzes the moderating role of conflict management style between organizational identification and faculty conformity, and formalization of organizational structure and faculty conformity in universities in Hunan province, China. Convenience sampling was employed to select the subjects, and 1,024 Chinese faculty members including teaching staff and administrative staff were surveyed online with the questionnaire consist of organizational identification scale, organizational formalization scale, conflict management style scale, and faculty conformity scale. 1,000 valid respondents were collected and SPSS was used to analyze the data through descriptive analysis, analysis of variance, correlation analysis, and hierarchical multiple regression. The results showed that faculty members’ organizational identification had a positive effect on faculty conformity; formalization of organizational structure partially mediated the relationship between organizational identification and faculty conformity; and conflict management style positively moderated the relationship between organizational identification and faculty conformity and between formalization of organizational structure and faculty conformity. University administrators are often the initiators of conformity as they are responsible for formulating internal regulations. Therefore, they must monitor and coordinate workplace conflicts, resolve and guide faculty conformity, promote individual faculty members’ self-improvement, and foster steady organizational development.

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“…In college education, it is normal for student to encounter setbacks and difficulties, and their negative emotions often exist. Only students with strong tolerance of setbacks and frustration will not be discouraged when they occasionally meet adversity ( Shi et al, 2021 ). They can improve their own emotions and mentality by facing up to setbacks and enhance their creativity.…”

Section: Literature and Hypothesesmentioning

confidence: 99%

“…Furthermore, Schroder (2021) found that expressive suppression decreases student’s satisfaction on daily work, which in turn strengthens intentions to give up the current work, thus reducing the deeper thinking in production and students’ giving up halfway ( D’Mello and Duckworth, 2019 ; Pujol, 2019 ). In addition, students who suppress their emotions are also seen as desolate and lack of confidence for some matters, which can attenuate the creativity as a result of negative emotion ( Shi et al, 2021 ). Although the individuals who often used “expressive suppression” strategy could effectively adjust their emotions, they could not reduce the influence of negative emotions, especially on music creativity.…”

Section: Literature and Hypothesesmentioning

confidence: 99%

Managing Students’ Creativity in Music Education – The Mediating Role of Frustration Tolerance and Moderating Role of Emotion Regulation

Wang

Jiang

2022

Front. Psychol.

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Artificial intelligence (AI) era challenges the use and functions of emotion in college students and the students’ college life is often experienced as an emotional rollercoaster, negative and positive emotion can affect the emotional outcomes, but we know very little about how students can ride it most effectively to increase their creativity. We introduce frustration tolerance as a mediator and emotion regulation as a moderator to investigate the mechanism of creativity improvement under negative emotion. Drawing on a sample of 283 students from professional music colleges or music major in normal universities, we find that negative emotion are generally associated with a lower creativity, while frustration tolerance can mediate the relationship between negative emotion and creativity, but these effects depend on the emotion regulation. Cognitive reappraisal exerts a negative effect on the relationship between negative emotion and creativity, while expressive suppression has the opposite effect. Our study contributes to the literatures on student’s emotions and creativity in music education and to the emotion regulation literature.

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The Relationship Between College Teachers’ Frustration Tolerance and Academic Performance

Cited by 8 publications

References 32 publications

Academic Stress Levels of Physical Education Students in Attending Odd Semester Classes 2021/2022

Academic Stress Levels of Physical Education Students in Attending Odd Semester Classes 2021/2022

Factors affecting faculty conformity in South China universities

Managing Students’ Creativity in Music Education – The Mediating Role of Frustration Tolerance and Moderating Role of Emotion Regulation

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