Relationships among grit, academic performance, perceived academic failure, and stress in associate degree students

Relationships among grit, academic performance, perceived academic failure, and stress in associate degree students

• Lee, Wincy Wing Sze The Education University of Hong Kong

Journal of Adolescence, 60, 148-152, 2017

Academic Press

2017

• B Human Behaviour
  • BD Mental Health
• Q Philosophy of Education, Educational System & School At Different Levels
  • QE Post-Secondary Education

Academic Achievement School Failure Associate Degree Education Psychology of Students Stress (Psychology)

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The present study examined the relationships among grit, academic performance, perceived academic failure, and stress levels of Hong Kong associate degree students using path analysis. Three hundred and forty-five students from a community college in Hong Kong voluntarily participated in the study. They completed a questionnaire that measured their grit (operationalized as interest and perseverance) and stress levels. The students also provided their actual academic performance and evaluated their perception of their academic performance as a success or a failure. The results of the path analysis showed that interest and perseverance were negatively associated with stress, and only perceived academic failure was positively associated with stress. These findings suggest that psychological appraisal and resources are more important antecedents of stress than objective negative events. Therefore, fostering students' psychological resilience may alleviate the stress experienced by associate degree students or college students in general.
[Copyright of Journal of adolescence is the property of Academic Press.]

• English

Journal Articles

• 01401971

• 10.1016/j.adolescence.2017.08.006

https://bibliography.lib.eduhk.hk/en/bibs/a94ba08e

2018-06-14