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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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    "description": "<p>Students with differing profiles vary in their academic performance. The present study utilised an<br>\nepistemological assessment of the students&rsquo; lifestyle according to a number of components.<br>\nConsequently, a number of compelling results emerged. However, the stand-alone finding revealed that<br>\nemotional support from teachers was not as effective as that from parents in predicting adolescent<br>\nmotivation in reference to their academic performance. Nonetheless, perceived academic support from<br>\nteachers was helpful for adolescents in predicting stronger mastery goals. Support from peers worked<br>\nas a buffer against maladaptive motivation, predicting weaker performance-avoidance goals and lower<br>\ntest anxiety. It is recommended to focus on pairing process of students&rsquo; academic performance to<br>\ndemographic characteristics, lifestyle, and personal perception.</p>", 
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