Testing the three-way interaction effect of academic stress, academic self-efficacy, and task value on persistence in learning among Korean college students

Abstract

Persistence is an important indicator of academic success in higher education. Academic stress, which influences individuals’ learning motivation and behaviors, is inevitable in college life; however, individuals handle it differently based on their expectancy and value beliefs. In this study, academic stress, academic self-efficacy, and task value were chosen as predictors of persistence in learning, and the joint relationship between them was examined. The sample comprised 483 Korean college students. A multiple regression analysis was performed. The results revealed significant main and interaction effects, including a three-way interaction effect of academic stress, academic self-efficacy, and task value on persistence in learning. Particularly, students with strong motivation were less affected by a stressful and demanding environment. Furthermore, academic stress did not appear to be an exclusively negative factor and could be a catalyst to boost persistence in some conditions. Implications of the findings for promoting persistence in learning are discussed.