Journal article Open Access

Link between lifestyle and self-regulated development as components of academic performance: basis for a psychoeducational intervention

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


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  <identifier identifierType="DOI">10.5281/zenodo.1258146</identifier>
  <creators>
    <creator>
      <creatorName>Bautista, Learni; Relojo, Dennis; Pilao, Sonia Janice; Tubon, Glenda; Andal, Mylene</creatorName>
      <affiliation>Multiple Affiliations</affiliation>
    </creator>
  </creators>
  <titles>
    <title>Link between lifestyle and self-regulated development as components of academic performance: basis for a psychoeducational intervention</title>
  </titles>
  <publisher>Zenodo</publisher>
  <publicationYear>2018</publicationYear>
  <dates>
    <date dateType="Issued">2018-05-09</date>
  </dates>
  <language>en</language>
  <resourceType resourceTypeGeneral="JournalArticle"/>
  <alternateIdentifiers>
    <alternateIdentifier alternateIdentifierType="url">https://zenodo.org/record/1258146</alternateIdentifier>
  </alternateIdentifiers>
  <relatedIdentifiers>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsVersionOf">10.5281/zenodo.1258145</relatedIdentifier>
  </relatedIdentifiers>
  <rightsList>
    <rights rightsURI="https://creativecommons.org/licenses/by-nc/4.0/legalcode">Creative Commons Attribution Non Commercial 4.0 International</rights>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
  </rightsList>
  <descriptions>
    <description descriptionType="Abstract">&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;</description>
  </descriptions>
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