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 7 th ~9 th 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.
Highlights
Self-regulation refers to higher cognitive, motivational, and emotional processes that enable individuals to guide their goal-directed activities over time, including the modulation of cognition, affect, and behavior [11, 30] in the systematical oriented toward individual’s attainments with their thoughts, feelings, stresses, and actions [30, 25, 24, 26, and 19] And learning processes are combined self-regulation with cognition, motivation, and emotion from individuals’ learning environment for learners to control, cope, and react to learning processes
This research is focused on the self-regulated learning processes at the junctions of stress, cognition, social care, social support, and test anxiety in less-structured learning environments
We want to focus on the sources of motivators to self-regulated learning processes, such as social and peer stress, cognition, social support, and anxiety in junior high school students
Summary
Self-regulation refers to higher cognitive, motivational, and emotional processes that enable individuals to guide their goal-directed activities over time, including the modulation of cognition, affect, and behavior [11, 30] in the systematical oriented toward individual’s attainments with their thoughts, feelings, stresses, and actions [30, 25, 24, 26, and 19] And learning processes are combined self-regulation with cognition, motivation, and emotion from individuals’ learning environment for learners to control, cope, and react to learning processes. Self-regulative constructs, appraisal and coping [4], autonomy and self-regulation [5, 6, 7, 8, 9] performance, will be the cognitive activation and intrinsic motivation of individuals. These self-regulatory activities may mediate the relationships between individuals and the context, and their overall social relationships. Self-regulation constructs adopts the social-cognitive perspective (classmate relatedness, teacher relatedness, and family supports) and autonomy, self-regulative performance that conceptualizes personality as the outcome of social context of self-determination theory and sensitive cognitive processes [15]. The social-regulative and self-regulative cognition network definitions of constructs and descriptions
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