Universal Journal of Educational Research Vol. 4(1), pp. 30 - 35
DOI: 10.13189/ujer.2016.040105
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The Perceptions of Temporal Path Analysis of Learners' Self-regulation on Learning Stress and Social relationships in Junior High School


Hsiu-Ju Chang *
Department of Education, National Chengchi University, Taiwan

ABSTRACT

This research focus on the temporal path analysis of learning stress, test anxiety, peer stress (classmate relatedness), teacher relatedness, autonomy, and self-regulative performance in junior high school. Owing to the processes of self-determination always combines several negotiations with the interactive perceptions of personal experiences and social cognition network. However, the inexperience or experience of appraisal and coping processes of stress and anxiety usually frustrate individual's willingness, ambition, and self-regulation to learn more and go further. Two hundred fifty-five students (75 in Grade7; 106 in Grade8; 44 in Grade9) in 7th ~9th grade participated in this path analyses study. The results revealed the possible relationships among the autonomy, stress, anxiety, social relatedness, and self-regulation performance in self-reported cognitive activations. Path analyses showed that the self-regulation was effected by social care, social supports, and learning stress.

KEYWORDS
Self-determination, Learning Stress, Self-regulation

Cite this paper
Hsiu-Ju Chang . "The Perceptions of Temporal Path Analysis of Learners' Self-regulation on Learning Stress and Social relationships in Junior High School." Universal Journal of Educational Research 4.1 (2016) 30 - 35. doi: 10.13189/ujer.2016.040105.