May 9, 2018 Journal article Open Access

Bautista, Learni; Relojo, Dennis; Pilao, Sonia Janice; Tubon, Glenda; Andal, Mylene

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        <foaf:name>Bautista, Learni; Relojo, Dennis; Pilao, Sonia Janice; Tubon, Glenda; Andal, Mylene</foaf:name>
        <foaf:givenName>Learni; Relojo, Dennis; Pilao, Sonia Janice; Tubon, Glenda; Andal, Mylene</foaf:givenName>
        <foaf:familyName>Bautista</foaf:familyName>
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    <dct:title>Link between lifestyle and self-regulated development as components of academic performance: basis for a psychoeducational intervention</dct:title>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#date">2018-05-09</dct:issued>
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    <dct:description>&lt;p&gt;Students with differing profiles vary in their academic performance. The present study utilised an&lt;br&gt; epistemological assessment of the students&amp;rsquo; lifestyle according to a number of components.&lt;br&gt; Consequently, a number of compelling results emerged. However, the stand-alone finding revealed that&lt;br&gt; emotional support from teachers was not as effective as that from parents in predicting adolescent&lt;br&gt; motivation in reference to their academic performance. Nonetheless, perceived academic support from&lt;br&gt; teachers was helpful for adolescents in predicting stronger mastery goals. Support from peers worked&lt;br&gt; as a buffer against maladaptive motivation, predicting weaker performance-avoidance goals and lower&lt;br&gt; test anxiety. It is recommended to focus on pairing process of students&amp;rsquo; academic performance to&lt;br&gt; demographic characteristics, lifestyle, and personal perception.&lt;/p&gt;</dct:description>
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