The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles
Abstract While several studies have addressed the interconnections between self-assessment and academic stress, much uncertainty still exists about the mediating role of coping styles in this interplay. Therefore, this research aimed to determine the mediating role of coping styles in the relationsh...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2022-08-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-022-00170-9 |
| _version_ | 1811215597590020096 |
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| author | Syed Farhat Jahara Mudassir Hussain Tribhuwan Kumar Ahmad Goodarzi Yalalem Assefa |
| author_facet | Syed Farhat Jahara Mudassir Hussain Tribhuwan Kumar Ahmad Goodarzi Yalalem Assefa |
| author_sort | Syed Farhat Jahara |
| collection | DOAJ |
| description | Abstract While several studies have addressed the interconnections between self-assessment and academic stress, much uncertainty still exists about the mediating role of coping styles in this interplay. Therefore, this research aimed to determine the mediating role of coping styles in the relationship between the core of self-assessment and academic stress. To this aim, a total of 384 English as a foreign language (EFL) learners in the training institutes in Woldia, Ethiopia, filled out three questionnaires, including self-evaluations, the coping styles, and the academic stress. The analysis of the data using structural equation modeling revealed that the core of self-assessment had significant negative effects on academic stress, emotion-based coping, and avoidance. Furthermore, self-assessment with the mediating role of other factors, namely problem-oriented coping, emotion-based coping, and avoidance coping showed to have a negative and significant effect on academic stress. Based on the findings, it is possible to receive personality traits as an individual factor, predict differences in individuals coping styles of academic stress, and, as a result, teach appropriate coping styles to EFL learners to reduce their academic stress. |
| first_indexed | 2024-04-12T06:26:27Z |
| format | Article |
| id | doaj.art-d579815d5780424688df3b7c695c44aa |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-12T06:26:27Z |
| publishDate | 2022-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-d579815d5780424688df3b7c695c44aa2022-12-22T03:44:10ZengSpringerOpenLanguage Testing in Asia2229-04432022-08-0112111810.1186/s40468-022-00170-9The core of self-assessment and academic stress among EFL learners: the mediating role of coping stylesSyed Farhat Jahara0Mudassir Hussain1Tribhuwan Kumar2Ahmad Goodarzi3Yalalem Assefa4Department of English Language and Translation, College of Sciences and Arts , -Asyah, Qassim UniversityDepartment of Education & Research, University of Lakki MarwatDepartment of English Language and Literature, College of Science and Humanities at Sulail, Prince Sattam Bin Abdulaziz UniversityRazi UniversityDepartment of Adult Education and Community Development, Woldia UniversityAbstract While several studies have addressed the interconnections between self-assessment and academic stress, much uncertainty still exists about the mediating role of coping styles in this interplay. Therefore, this research aimed to determine the mediating role of coping styles in the relationship between the core of self-assessment and academic stress. To this aim, a total of 384 English as a foreign language (EFL) learners in the training institutes in Woldia, Ethiopia, filled out three questionnaires, including self-evaluations, the coping styles, and the academic stress. The analysis of the data using structural equation modeling revealed that the core of self-assessment had significant negative effects on academic stress, emotion-based coping, and avoidance. Furthermore, self-assessment with the mediating role of other factors, namely problem-oriented coping, emotion-based coping, and avoidance coping showed to have a negative and significant effect on academic stress. Based on the findings, it is possible to receive personality traits as an individual factor, predict differences in individuals coping styles of academic stress, and, as a result, teach appropriate coping styles to EFL learners to reduce their academic stress.https://doi.org/10.1186/s40468-022-00170-9Academic stressAvoidanceCoping stylesSelf-evaluationSelf-evaluation core |
| spellingShingle | Syed Farhat Jahara Mudassir Hussain Tribhuwan Kumar Ahmad Goodarzi Yalalem Assefa The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles Language Testing in Asia Academic stress Avoidance Coping styles Self-evaluation Self-evaluation core |
| title | The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles |
| title_full | The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles |
| title_fullStr | The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles |
| title_full_unstemmed | The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles |
| title_short | The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles |
| title_sort | core of self assessment and academic stress among efl learners the mediating role of coping styles |
| topic | Academic stress Avoidance Coping styles Self-evaluation Self-evaluation core |
| url | https://doi.org/10.1186/s40468-022-00170-9 |
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