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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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{
  "inLanguage": {
    "alternateName": "eng", 
    "@type": "Language", 
    "name": "English"
  }, 
  "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>", 
  "license": "https://creativecommons.org/licenses/by-nc/4.0/legalcode", 
  "creator": [
    {
      "affiliation": "Multiple Affiliations", 
      "@type": "Person", 
      "name": "Bautista, Learni; Relojo, Dennis; Pilao, Sonia Janice; Tubon, Glenda; Andal, Mylene"
    }
  ], 
  "headline": "Link between lifestyle and self-regulated development as components of academic performance: basis for a psychoeducational intervention", 
  "image": "https://zenodo.org/static/img/logos/zenodo-gradient-round.svg", 
  "datePublished": "2018-05-09", 
  "url": "https://zenodo.org/record/1258146", 
  "@context": "https://schema.org/", 
  "identifier": "https://doi.org/10.5281/zenodo.1258146", 
  "@id": "https://doi.org/10.5281/zenodo.1258146", 
  "@type": "ScholarlyArticle", 
  "name": "Link between lifestyle and self-regulated development as components of academic performance: basis for a psychoeducational intervention"
}
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