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 |
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| Otros Autores: | , , , , |
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MDPI AG
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| Acceso en línea: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 001 | 3244010951 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15081042 |2 doi | |
| 035 | |a 3244010951 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Wang, Xiang |u Department of Sports and Health Sciences, Hong Kong Baptist University, Kowloon, Hong Kong 999077, China; shawn.wxiang@gmail.com | |
| 245 | 1 | |a Adversity Quotient Influences Self-Regulated Learning Strategies via Achievement Motivation Among Chinese University Students | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a China | |
| 653 | |a Problem solving | ||
| 653 | |a Behavior | ||
| 653 | |a Personality traits | ||
| 653 | |a Success | ||
| 653 | |a Achievement motivation | ||
| 653 | |a Personality | ||
| 653 | |a Mediators | ||
| 653 | |a University students | ||
| 653 | |a Influence | ||
| 653 | |a Academic achievement | ||
| 653 | |a Information processing | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Learning | ||
| 653 | |a Mathematics Skills | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Student Characteristics | ||
| 653 | |a Achievement Need | ||
| 653 | |a Self Efficacy | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Addition | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Resilience (Psychology) | ||
| 653 | |a Learning Processes | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Mathematics Education | ||
| 653 | |a College Students | ||
| 653 | |a Prosocial Behavior | ||
| 653 | |a Student Motivation | ||
| 653 | |a Mathematics Materials | ||
| 653 | |a Cognitive Psychology | ||
| 653 | |a Cognitive Development | ||
| 700 | 1 | |a Yan, Zi |u Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong 999077, China; xiongyh0809@gmail.com | |
| 700 | 1 | |a Tang Anqi |u International Affairs Office, Huangshan University, Huangshan 245000, China; s1139510@s.eduhk.hk | |
| 700 | 1 | |a Chen, Chen |u School of Psychology, Nanjing Normal University, Nanjing 210023, China; chenchen@njnu.edu.cn | |
| 700 | 1 | |a Chen, Junjun |u Department of Education Policy and Leadership, The Education University of Hong Kong, Tai Po, Hong Kong 999077, China; jjchen@eduhk.hk | |
| 700 | 1 | |a Xiong Yuhan |u Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong 999077, China; xiongyh0809@gmail.com | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 8 (2025), p. 1042-1057 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3244010951/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3244010951/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3244010951/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |