Testing the three-way interaction effect of academic stress, academic self-efficacy, and task value on persistence in learning among Korean college students
- Authors
- You, Ji Won
- Issue Date
- Nov-2018
- Publisher
- SPRINGER
- Keywords
- Persistence in learning; Academic stress; Academic self-efficacy; Task value; Interaction effect
- Citation
- HIGHER EDUCATION, v.76, no.5, pp.921 - 935
- Journal Title
- HIGHER EDUCATION
- Volume
- 76
- Number
- 5
- Start Page
- 921
- End Page
- 935
- URI
- https://scholarworks.bwise.kr/gachon/handle/2020.sw.gachon/3101
- DOI
- 10.1007/s10734-018-0255-0
- ISSN
- 0018-1560
- 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.
- Files in This Item
- There are no files associated with this item.
- Appears in
Collections - 가천리버럴아츠칼리지 > 자유전공(인문) > 1. Journal Articles
![qrcode](https://api.qrserver.com/v1/create-qr-code/?size=55x55&data=https://scholarworks.bwise.kr/gachon/handle/2020.sw.gachon/3101)
Items in ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.