Psychological need satisfaction and academic stress in college students: mediator role of grit and academic self-efficacy (original) (raw)
References
Akbag, M., & Ümmet, D. (2017). Predictive role of grit and basic psychological needs satisfaction on subjective well-being for young adults. Online Submission,8(26), 127–135. Google Scholar
Akbay, S. E., & Gündüz, B. (2020). The role of self-esteem in adolescents’ perception of parents and social anxiety levels. International Journal of Progressive Education,16(2), 195–204. Article Google Scholar
Aldrup, K., Klusmann, U., & Lüdtke, O. (2017). Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers. Learning and Instruction,50, 21–30. Article Google Scholar
Allison, P. (1999). Multiple regression: A primer. Pine Forge Press.
Asghari, F., Saadat, S., Atefi Karajvandani, S., & Janalizadeh Kokaneh, S. (2014). The relationship between academic self-efficacy and psychological well-being, family cohesion, and spiritual health among students of Kharazmi University. Iranian Journal of Medical Education,14(7), 581–593. Google Scholar
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review,15(1), 1–40. Article Google Scholar
Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J. T., Gómez-Romero, M. J., & Tomás-Sábado, J. (2020). Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students. Enfermería Clínica (english Edition),30(6), 398–403. Article Google Scholar
Buch, R., Säfvenbom, R., & Boe, O. (2015). The relationships between academic self-efficacy, intrinsic motivation, and perceived competence. Journal of Military Studies,6(1), 19–35. Article Google Scholar
Celik, I., Akin, A., & Saricam, H. (2014). A scale adaptation study related to the examination of adolescents’ levels of educational stress. Üniversitepark Bülten,3(1–2), 44. Google Scholar
Clark, K. N., Dorio, N. B., Eldridge, M. A., Malecki, C. K., & Demaray, M. K. (2020). Adolescent academic achievement: A model of social support and grit. Psychology in the Schools,57(2), 204–221. Article Google Scholar
Datu, J. A. D. (2017). Sense of relatedness is linked to higher grit in a collectivist setting. Personality and Individual Differences,105, 135–138. Article Google Scholar
Datu, J. A. D., King, R. B., Valdez, J. P. M., & Eala, M. S. M. (2019). Grit is associated with lower depression via meaning in life among Filipino high school students. Youth & Society,51(6), 865–876. Article Google Scholar
Deci, E. L., & Ryan, R. M. (2002). Self-determination research: Reflections and future directions. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 431–441). University of Rochester Press.
Duchatelet, D., & Donche, V. (2019). Fostering self-efficacy and self-regulation in higher education: A matter of autonomy support or academic motivation? Higher Education Research & Development,38(4), 733–747. Article Google Scholar
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of Personality Assessment,91(2), 166–174. Article Google Scholar
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology,92(6), 1087. Article Google Scholar
Dvořáková, K., Greenberg, M. T., & Roeser, R. W. (2019). On the role of mindfulness and compassion skills in students’ coping, well-being, and development across the transition to college: A conceptual analysis. Stress and Health,35(2), 146–156. Article Google Scholar
Dyrbye, L. N., Harper, W., Durning, S. J., Moutier, C., Thomas, M. R., Massie, F. S., Jr., Eacker, A., Power, D. V., Szydlo, D. W., & Sloan, J. A. (2011). Patterns of distress in US medical students. Medical Teacher,33(10), 834–839. Article Google Scholar
Emery, A., Toste, J. R., & Heath, N. L. (2015). The balance of intrinsic need satisfaction across contexts as a predictor of depressive symptoms in children and adolescents. Motivation and Emotion,39(5), 753–765. Article Google Scholar
Fabelico, F., & Afalla, B. (2020). Perseverance and passion in the teaching profession: Teachers’ grit, self-efficacy, burnout, and performance. Journal of Critical Reviews.
Freire, C., Ferradás, M., & d. M., Núñez, J. C., Valle, A., & Vallejo, G. (2019). Eudaimonic well-being and coping with stress in university students: The mediating/moderating role of self-efficacy. International Journal of Environmental Research and Public Health,16(1), 48. Article Google Scholar
Gibbons, C. (2012). Stress, Positive Psychology and the National Student Survey. Psychology Teaching Review,18(2), 22–30. Article Google Scholar
Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology,36(9), 1691–1705. Article Google Scholar
Gurbuz, S. (2021). AMOS ile yapısal eşitlik modellemesi temel ilkeler ve uygulamalı analizler (2nd Ed). Seçkin Yayıncılık.
Gutiérrez, M., Sancho, P., Galiana, L., & Tomás, J. M. (2018). Autonomy support, psychological needs satisfaction, school engagement and academic success: A mediation model. Universitas Psychologica,17(5), 1–12. Article Google Scholar
Harman, H. H. (1976). Modern factor analysis. University of Chicago Press. Google Scholar
Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford publications.
Hunt, J., & Eisenberg, D. (2010). Mental health problems and help-seeking behavior among college students. Journal of Adolescent Health,46(1), 3–10. Article Google Scholar
Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality,52, 29–36. Article Google Scholar
Jang, J., Bae, S., Kim, G., Kim, D., Park, J., Lee, S., Park, M., & Kim, D.-H. (2019). Effects of academic relationships on academic burnout in health professions students. Korean Medical Education Review,21(2), 100–111. Google Scholar
Jeong, G.-C., & Jin, Y.-H. (2020). Mediating effect of grit in the relationship between basic psychological needs and subjective well-being: Comparative study of Korean and Chinese adolescents. The Journal of the Korea Contents Association,20(8), 397–407. Google Scholar
Jerusalem, M., & Schwarzer, R. (1981). Fragebogen zur Erfassung von" Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit In R. Schwarzer (Hrsg.).(Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut fuer Psychologie.
Jiang, W., Jiang, J., Du, X., Gu, D., Sun, Y., & Zhang, Y. (2020). Striving and happiness: Between-and within-person-level associations among grit, needs satisfaction and subjective well-being. The Journal of Positive Psychology,15(4), 543–555. Article Google Scholar
Jiang, S., Ren, Q., Jiang, C., & Wang, L. (2021). Academic stress and depression of Chinese adolescents in junior high schools: Moderated mediation model of school burnout and self-esteem. Journal of Affective Disorders,295, 384–389. Article Google Scholar
Jin, B., & Kim, J. (2017). Grit, basic needs satisfaction, and subjective well-being. Journal of Individual Differences,38(1), 29. Article Google Scholar
Jose, A. S., & Manikandan, K. (2019). Influence of self-efficacy, year of study and sex on grit among medical students. Think India Journal,22(4), 5124–5131. Google Scholar
Jumat, M. R., Chow, P.K.-H., Allen, J. C., Lai, S. H., Hwang, N.-C., Iqbal, J., Mok, M. U. S., Rapisarda, A., Velkey, J. M., & Engle, D. L. (2020). Grit protects medical students from burnout: A longitudinal study. BMC Medical Education,20(1), 1–9. Article Google Scholar
Kardaş, F., & Yalçın, İ. (2018). Psikolojik ihtiyaç doyumunda denge ölçeği: Türkçe uyarlama çalışması. Cukurova University Faculty of Education Journal,47(2), 357–383. Google Scholar
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
Kuo, B. C., Soucie, K. M., Huang, S., & Laith, R. (2018). The mediating role of cultural coping behaviours on the relationships between academic stress and positive psychosocial well-being outcomes. International Journal of Psychology,53, 27–36. Article Google Scholar
Lan, X. (2020). Grit and peer relationships in early adolescence: A person-centered approach. Journal of Social and Personal Relationships,37(7), 2250–2269. Article Google Scholar
Lee, W. W. S. (2017). Relationships among grit, academic performance, perceived academic failure, and stress in associate degree students. Journal of Adolescence,60, 148–152. Article Google Scholar
Lee, C.-Y., Gwon, M.-Y., Kim, N.-H., Gim, C.-H., Kim, H.-J., Park, J.-Y., Shin, M.-S., & Han, E.-K. (2021). Effects of grit and social support on adaptation to college life among nursing students. Journal of the Korean Applied Science and Technology,38(3), 680–688. Google Scholar
Liu, X., & Flick, R. (2019). The relationship among psychological need satisfaction, class engagement, and academic performance: Evidence from China. Journal of Education for Business,94(6), 408–417. Article Google Scholar
Lozano-Jiménez, J. E., Huéscar, E., & Moreno-Murcia, J. A. (2021). From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education. Frontiers in Psychology, 3734.
Lyrakos, D. G. (2012). The impact of stress, social support, self-efficacy and coping on university students, a multicultural European study. Psychology,3(02), 143. Article Google Scholar
Maralani, F. M., Lavasani, M. G., & Hejazi, E. (2016). Structural modeling on the relationship between basic psychological needs, academic engagement, and test anxiety. Journal of Education and Learning,5(4), 44–52. Article Google Scholar
McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry, MyEducationLab Series. Pearson.
Mosanya, M. (2019). Exploring cultural intelligence relationships with growth mindset, grit, coping and academic stress in the United Arab Emirates. Middle East Journal of Positive Psychology,5, 42–59. Google Scholar
Neufeld, A., & Malin, G. (2019). Exploring the relationship between medical student basic psychological need satisfaction, resilience, and well-being: A quantitative study. BMC Medical Education,19(1), 1–8. Article Google Scholar
Neveu, D., Doron, J., Visier, L., Boiché, J., Trouillet, R., Dujols, P., & Ninot, G. (2012). Students perceived stress in academic programs: Consequences for its management. Revue D’epidemiologie Et De Sante Publique,60(4), 255–264. Article Google Scholar
Newman, A., Bavik, Y. L., Mount, M., & Shao, B. (2021). Data collection via online platforms: Challenges and recommendations for future research. Applied Psychology,70(3), 1380–1402. Article Google Scholar
Norcross, J. C., & VandenBos, G. R. (2018). Leaving it at the office: A guide to psychotherapist self-care. Guilford Publications.
Oriol-Granado, X., Mendoza-Lira, M., Covarrubias-Apablaza, C.-G., & Molina-López, V.-M. (2017). Positive emotions, autonomy support and academic performance of university students: The mediating role of academic engagement and self-efficacy. Revista De Psicodidáctica (english Ed.),22(1), 45–53. Article Google Scholar
Orkaizagirre-Gómara, A., Sánchez De Miguel, M., Ortiz de Elguea, J., & Ortiz de Elguea, A. (2020). Testing general self-efficacy, perceived competence, resilience, and stress among nursing students: An integrator evaluation. Nursing & Health Sciences,22(3), 529–538. Article Google Scholar
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology,88(5), 879–903. Article Google Scholar
Polat, Ş, & Özdemir, M. (2018). Ortaokul Öğrencilerindeki Eğitim Stresi, Okul Tükenmişliği ve Okula Yabancılaşma Arasındaki İlişkilerin İncelenmesi. Kastamonu Eğitim Dergisi,26(5), 1395–1406. Article Google Scholar
Putwain, D., Sander, P., & Larkin, D. (2013). Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success. British Journal of Educational Psychology,83(4), 633–650. Article Google Scholar
Rosal, M. C., Ockene, I. S., Ockene, J. K., Barrett, S. V., Ma, Y., & Hebert, J. R. (1997). A longitudinal study of students’ depression at one medical school. Academic Medicine: Journal of the Association of American Medical Colleges,72(6), 542–546. Article Google Scholar
Ryan, R. M., & Deci, E. L. (2000). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry,11(4), 319–338. Article Google Scholar
Sarıçam, H., Çelik, İ., & Aytunga, O. (2016). KISA AZİM (SEBAT) ÖLÇEĞİNİN TÜRKÇEYE UYARLANMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 5(2).
Sarita, S. (2015). Academic stress among students: Role and responsibilities of parents. International Journal of Applied Research,1(10), 385–388. Google Scholar
Sedere, U. M. (2010). Towards a stress free education: International perspective. Online Submission.
Sheldon, K. M., & Hilpert, J. C. (2012). The balanced measure of psychological needs (BMPN) scale: An alternative domain general measure of need satisfaction. Motivation and Emotion,36(4), 439–451. Article Google Scholar
Singh, K., & Jha, S. D. (2008). Positive and negative affect, and grit as predictors of happiness and life satisfaction. Journal of the Indian Academy of Applied Psychology,34(2), 40–45. Google Scholar
Stubbs, N. S., & Maynard, D.-M.B. (2017). Academic self-efficacy, school engagement and family functioning, among postsecondary students in the Caribbean. Journal of Child and Family Studies,26(3), 792–799. Article Google Scholar
Sun, J., Dunne, M. P., Hou, X.-Y., & Xu, A.-Q. (2011). Educational stress scale for adolescents: Development, validity, and reliability with Chinese students. Journal of Psychoeducational Assessment,29(6), 534–546. Article Google Scholar
Sun, Y., Liu, R.-D., Oei, T.-P., Zhen, R., Ding, Y., & Jiang, R. (2020). Perceived parental warmth and adolescents’ math engagement in China: The mediating roles of need satisfaction and math self-efficacy. Learning and Individual Differences,78, 101837. Article Google Scholar
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5). pearson Boston, MA.
Thomas, D. L., & Shanafelt, T. (2006). Systematic review of depression, anxiety, and other indicators of psychological distress among US and Canadian medical students. Acaedmic Medicine,81(4), 354–373. Article Google Scholar
Thomas, M. R., Dyrbye, L. N., Huntington, J. L., Lawson, K. L., Novotny, P. J., Sloan, J. A., & Shanafelt, T. D. (2007). How do distress and well-being relate to medical student empathy? A multicenter study. Journal of General Internal Medicine,22(2), 177–183. Article Google Scholar
Thornton, C., Miller, P., & Perry, K. (2020). The impact of group cohesion on key success measures in higher education. Journal of Further and Higher Education,44(4), 542–553. Article Google Scholar
Travis, J., & Bunde, J. (2020). Self-regulation in college: The influence of self-efficacy, need satisfaction, and stress on GPA, persistence, and satisfaction. Current Psychology, 1–11.
Tyssen, R., Vaglum, P., Grønvold, N. T., & Ekeberg, Ø. (2001). Factors in medical school that predict postgraduate mental health problems in need of treatment. A nationwide and longitudinal study. Medical education,35(2), 110–120. Article Google Scholar
Walakira, D., & Kaddu, A. (2018). Social support, grit and depression among school going adolescents Makerere University.
Wang, Y.-L., & Tsai, C.-C. (2020). An investigation of Taiwanese high school students’ basic psychological need satisfaction and frustration in science learning contexts in relation to their science learning self-efficacy. International Journal of Science and Mathematics Education,18(1), 43–59. Article Google Scholar
Weisburd, D. & Britt, C. (2013). Statistics in criminal justice. Springer Science & Business Media.
Xu, F., Wang, M., Zhang, Q., Xing, T., & Cui, W. (2021). The association between maternal control and sense of coherence in Chinese adolescents: Self-efficacy as a mediator and stressful life events as a moderator. Journal of Happiness Studies,22(6), 2721–2738. Article Google Scholar
Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,33(33), 253–259. Google Scholar
Yoon, S., Kim, S., & Kang, M. (2020). Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom. Active Learning in Higher Education,21(3), 233–247. Article Google Scholar
Yu, C., Li, X., Wang, S., & Zhang, W. (2016). Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence,49, 115–123. Article Google Scholar
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education,46(6), 677–706. Article Google Scholar
Zheng, J., Jiang, N., & Dou, J. (2020). Autonomy support and academic stress: A relationship mediated by self-regulated learning and mastery goal orientation. New Waves-Educational Research and Development Journal,23, 43–63. Google Scholar
Zhou, J., Jiang, S., Zhu, X., Huebner, E. S., & Tian, L. (2020). Profiles and transitions of dual-factor mental health among Chinese early adolescents: The predictive roles of perceived psychological need satisfaction and stress in school. Journal of Youth and Adolescence,49(10), 2090–2108. Article Google Scholar
Zhou, J., Huebner, E. S., & Tian, L. (2021). The reciprocal relations among basic psychological need satisfaction at school, positivity and academic achievement in Chinese early adolescents. Learning and Instruction,71, 101370. Article Google Scholar