English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113311/144292 (79%)
Visitors : 50932803      Online Users : 951
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/75775
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/75775


    Title: The Relationships Among Taiwanese Adolescents` Perceived Classroom Environment, Academic Coping and Burnout
    Authors: 施淑慎
    Shih, Shu-Shen
    Contributors: 教育系
    Date: 2015-06
    Issue Date: 2015-06-15 15:09:22 (UTC+8)
    Abstract: Although academic pressures are regarded as a primary source of stress among students in Asian countries, there has been paucity of research on the effects of classroom settings providing structure and peer support on Asian adolescents` use of coping strategies and academic burnout. The present study was intended to address this issue. Three hundred seventy-four 8th Grade Taiwanese students completed a self-reported survey that assessed their perceived classroom structure along with peer support, academic coping, and burnout. Results of structural equation modeling indicated that the full mediation model was well supported by the empirical data. Students` use of coping strategies played a mediational role in relationships between perceived classroom environment and academic burnout. Perceived classroom structure and peer support impact students` choices of coping strategies significantly. Their use of academic coping, in turn, exerted significant influences on burnout experiences. Additionally, students` academic coping and burnout experiences varied with different levels of perceived classroom structure and peer support. Students who perceived higher levels of classroom structure and peer support tend to adopt engagement and support-seeking coping when faced with academic challenges. Moreover, these students displayed lower levels on the indicators of academic burnout.
    Relation: School Psychology Quarterly,30(2),307-20
    Data Type: article
    DOI 連結: http://dx.doi.org/10.1037/spq0000093
    DOI: 10.1037/spq0000093
    Appears in Collections:[教育學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML21046View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback