Exploring Taiwanese university students’ self-regulatory processes, perceived stress, and academic coping

Shu-Shen  Shih; Wei-Li  Tu

doi:10.18488/61.v12i3.3817

Authors

Shu-Shen Shih The Institute of Teacher Education, National Chengchi University, Taipei, Taiwan. https://orcid.org/0000-0001-8715-1482
Wei-Li Tu Department of Psychology, National Chengchi University, Taipei, Taiwan. https://orcid.org/0009-0009-0859-8215

DOI:

https://doi.org/10.18488/61.v12i3.3817

Abstract

This study investigated the roles of self-regulatory processes and perceived academic stress in the academic coping of Taiwanese university students, as well as the relationships of these variables to academic resilience and anxiety. Additionally, this study explored the moderating influence of self-criticism on the connections between mindfulness and academic coping. A total of 535 Taiwanese undergraduate students completed an online survey assessing the variables described above. The collected data were analyzed using regression techniques. The results showed that self-compassion abilities were identified as essential factors associated with engagement coping and academic resilience. There is also a link between students' engagement coping and academic resilience. Moderation analyses suggested that the adaptive effects of mindfulness on academic coping were only shown for students low in self-criticism. The findings from this study provide empirical support for the conceptual model of adaptive stress and coping processes.