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Adversity Quotient Influences Self-Regulated Learning Strategies via Achievement Motivation Among Chinese University Students

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Publicado en:Education Sciences vol. 15, no. 8 (2025), p. 1042-1057
Autor principal: Wang, Xiang
Otros Autores: Yan, Zi, Tang Anqi, Chen, Chen, Chen, Junjun, Xiong Yuhan
Publicado:
MDPI AG
Materias:
China
Problem solving
Behavior
Personality traits
Success
Achievement motivation
Personality
Mediators
University students
Influence
Academic achievement
Information processing
Self-efficacy
Learning
Mathematics Skills
Literature Reviews
Student Characteristics
Achievement Need
Self Efficacy
Learning Motivation
Addition
Learning Strategies
Resilience (Psychology)
Learning Processes
Instructional Materials
Mathematics Education
College Students
Prosocial Behavior
Student Motivation
Mathematics Materials
Cognitive Psychology
Cognitive Development
Acceso en línea:Citation/Abstract
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Resumen:Aims: This study explored university students’ adversity quotient and its relationship with students’ achievement motivation and self-regulated learning strategies in the Chinese context. Methods: A total of 319 Chinese university students responded to a questionnaire that measures the adversity quotient (control, ownership, reach, endurance, and transcendence), achievement motivation (motive to success and motive to avoid failure), and self-regulated learning strategies (general strategies for learning and clarification strategies for learning). Confirmatory factor analysis and structural equation modeling were employed to analyze the data. Results: The results indicated that (1) control and ownership directly and positively correlated with self-regulated learning strategies; (2) control and endurance positively correlated with self-regulated learning strategies mediated by their motive to achieve success; (3) reach negatively correlated with students learning strategies through the motive to achieve success; and (4) control, ownership, and endurance negatively correlated with the motive to avoid failure while reach was positively correlated with it. Conclusions: This study shows that developing university students’ adversity quotient is essential. It implies that achievement motivation can be one possible mechanism underlying relationships between the adversity quotient and self-regulated learning strategies.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15081042
Fuente:Education Database