The mediation effects of achievement motivation and locus of control between academic stress and life satisfaction in undergraduate students

被引：33

作者：

Karaman, Mehmet A. ^{[1
]}

Nelson, Kristina M. ^{[2
]}

Vela, Javier Cavazos ^{[1
]}

机构：

[1] Univ Texas Rio Grande Valley, Dept Counseling & Guidance, Edinburg, TX 78539 USA

[2] Texas A&M Univ, Dept Counseling & Educ Psychol, Corpus Christi, TX USA

来源：

BRITISH JOURNAL OF GUIDANCE & COUNSELLING | 2018年 / 46卷 / 04期

关键词：

Life satisfaction; academic stress; achievement motivation; locus of control; undergraduate students; COLLEGE-STUDENTS; SELF-EFFICACY; 1ST YEAR; PREDICTORS; LEVEL;

D O I：

10.1080/03069885.2017.1346233

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This study investigated the mediation effect of locus of control and achievement motivation between academic stress and life satisfaction. A total of 307 undergraduate students recruited from a Hispanic Serving Institution in South Texas participated in the study. In the frame of the study, two mediation models were tested by utilising PROCESS Procedure for SPSS (Hayes, 2013. Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press). The results indicated that bivariate correlations among study variables ranged from -.24 to .32. The overall composite indicated that academic stress contributed to 6% of the variance in life satisfaction (p < .01) among students (b = -.06), while the mediating effect of locus of control contributed to 10% of the variance in Life Satisfaction (p < .01) among students (b = -.4).

引用

页码：375 / 384

页数：10

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