The effect of anti-frustration ability on academic frustration among Chinese undergraduates: A moderated mediating model
BackgroundWith the ongoing push to improve the quality of talent in all professions, academic pressure on undergraduates is gradually increasing, leading to students feeling increasingly frustrated by academic stressors. As it becomes more widespread, the resulting issue of academic frustration is a...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-02-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1033190/full |
| _version_ | 1811168398984347648 |
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| author | Minru Wu Hua Huang Yuanshu Fu Xudong Zhang |
| author_facet | Minru Wu Hua Huang Yuanshu Fu Xudong Zhang |
| author_sort | Minru Wu |
| collection | DOAJ |
| description | BackgroundWith the ongoing push to improve the quality of talent in all professions, academic pressure on undergraduates is gradually increasing, leading to students feeling increasingly frustrated by academic stressors. As it becomes more widespread, the resulting issue of academic frustration is attracting public attention.AimThe current study explored the relationship between undergraduate anti-frustration ability (AFA) on their academic frustration (AF), focusing specifically on the roles played by core competence (CC) and coping style (CS) in this relationship.MethodsOur sample comprised 1,500 undergraduate students from universities in China. Data collection made use of the Ability to Anti-Frustration Ability Questionnaire, the Academic Frustration Questionnaire, the Core Competence Questionnaire, and the Simple Coping Style Questionnaire.ResultsThe results showed that: (1) AFA negatively predicted the AF of undergraduates, with CC mediating this relationship and (2) CS had a moderating effect on the relationship between CC and AF. We concluded that students who employ positive CS may be more successful in alleviating their AF to a larger extent, with the mediation of CC.InterpretationThe results revealed the mechanism of AFA on AF, which will help schools consider and guide students’ skills and abilities, both academically and personally. |
| first_indexed | 2024-04-10T16:25:39Z |
| format | Article |
| id | doaj.art-45f5783419c44628af75491557fac196 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-10T16:25:39Z |
| publishDate | 2023-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-45f5783419c44628af75491557fac1962023-02-09T05:31:59ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-02-011410.3389/fpsyg.2023.10331901033190The effect of anti-frustration ability on academic frustration among Chinese undergraduates: A moderated mediating modelMinru Wu0Hua Huang1Yuanshu Fu2Xudong Zhang3School of Psychology, South China Normal University, Guangzhou, Guangdong, ChinaSchool of Education, Zhaoqing University, Zhaoqing, Guangdong, ChinaSchool of Education, Zhaoqing University, Zhaoqing, Guangdong, ChinaSchool of Education, Zhaoqing University, Zhaoqing, Guangdong, ChinaBackgroundWith the ongoing push to improve the quality of talent in all professions, academic pressure on undergraduates is gradually increasing, leading to students feeling increasingly frustrated by academic stressors. As it becomes more widespread, the resulting issue of academic frustration is attracting public attention.AimThe current study explored the relationship between undergraduate anti-frustration ability (AFA) on their academic frustration (AF), focusing specifically on the roles played by core competence (CC) and coping style (CS) in this relationship.MethodsOur sample comprised 1,500 undergraduate students from universities in China. Data collection made use of the Ability to Anti-Frustration Ability Questionnaire, the Academic Frustration Questionnaire, the Core Competence Questionnaire, and the Simple Coping Style Questionnaire.ResultsThe results showed that: (1) AFA negatively predicted the AF of undergraduates, with CC mediating this relationship and (2) CS had a moderating effect on the relationship between CC and AF. We concluded that students who employ positive CS may be more successful in alleviating their AF to a larger extent, with the mediation of CC.InterpretationThe results revealed the mechanism of AFA on AF, which will help schools consider and guide students’ skills and abilities, both academically and personally.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1033190/fullanti-frustration abilityacademic frustrationcore competencecoping styleChinese undergraduate |
| spellingShingle | Minru Wu Hua Huang Yuanshu Fu Xudong Zhang The effect of anti-frustration ability on academic frustration among Chinese undergraduates: A moderated mediating model Frontiers in Psychology anti-frustration ability academic frustration core competence coping style Chinese undergraduate |
| title | The effect of anti-frustration ability on academic frustration among Chinese undergraduates: A moderated mediating model |
| title_full | The effect of anti-frustration ability on academic frustration among Chinese undergraduates: A moderated mediating model |
| title_fullStr | The effect of anti-frustration ability on academic frustration among Chinese undergraduates: A moderated mediating model |
| title_full_unstemmed | The effect of anti-frustration ability on academic frustration among Chinese undergraduates: A moderated mediating model |
| title_short | The effect of anti-frustration ability on academic frustration among Chinese undergraduates: A moderated mediating model |
| title_sort | effect of anti frustration ability on academic frustration among chinese undergraduates a moderated mediating model |
| topic | anti-frustration ability academic frustration core competence coping style Chinese undergraduate |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1033190/full |
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