An Examination of Academic Coping Among Taiwanese Adolescents

The author explored the relations among Taiwanese eighth-grade students' satisfactions of the basic psychological needs (i.e., the needs for competence, relatedness, and autonomy), engagement versus disengagement coping with academic stress, self-regulated learning, and academic burnout. Three...

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Published inThe Journal of educational research (Washington, D.C.) Vol. 108; no. 3; pp. 175 - 185
Main Author Shih, Shu-Shen
Format Journal Article
LanguageEnglish
Published Bloomington Routledge 04.05.2015
Taylor & Francis Group
Taylor & Francis Inc
Subjects
academic burnout
academic coping
Adolescents
basic psychological needs
Burnout
Competence
Coping
Elementary school students
Factor Analysis
Foreign Countries
Grade 8
Independent Study
Junior High School Students
Learner Engagement
Learning
Likert Scales
Maslach Burnout Inventory
Middle school students
Multivariate Analysis
Personal Autonomy
Psychological aspects
Psychological Patterns
Regression (Statistics)
Satisfaction
Self evaluation
self-regulated learning
Stress
Stress Management
Student Attitudes
Student Needs
Student Surveys
Taiwan
Teenagers
Taiwan
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Summary:The author explored the relations among Taiwanese eighth-grade students' satisfactions of the basic psychological needs (i.e., the needs for competence, relatedness, and autonomy), engagement versus disengagement coping with academic stress, self-regulated learning, and academic burnout. Three hundred and ninety-six eighth-grade Taiwanese students completed a self-reported survey assessing the variables described above. Findings of regression analyses indicated that the satisfactions of Taiwanese adolescents' basic psychological needs were the key factors determining their academic coping. The types of coping they adopted were found to be associated with their self-regulated learning and academic burnout. Further, results of multivariate analysis of covariance showed that even after controlling for the effects of the fulfillment of the basic psychological needs, students employing engagement coping reported significantly higher levels of self-regulated learning along with lower levels of burnout than did their counterparts using disengagement coping. Implications for educational practices are discussed.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2013.867473