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Motivation and Academic Resilience in University Students: The Moderating Role of Age


Phair, JK, Motivation and Academic Resilience in University Students: The Moderating Role of Age (2014) [Masters Coursework]


University students face ongoing challenges, pressure and stressors throughout the course of their studies. Academic resilience is defined as studentsí capacity to cope with chronic stressors that pose a major threat to long-term academic success (Martin & Marsh, 2009). The present study examined the effect of five motivational predictors of academic resilience proposed by Martin and Marsh (self-efficacy, persistence, planning, low uncertain control and low anxiety) in a sample of university students. The moderating role of age on this relationship was investigated. Participants comprised 466 undergraduate psychology students (337 females, Mage = 25.11) who completed a brief version of the Motivation and Engagement Scale University-College (MES-UC) and Academic Resilience Scale (ARS). Results showed that adaptive components of the MES-UC scale were positively related to academic resilience. The moderating effect of age in these was significant for selfefficacy, planning and persistence, whereby this effect was more pronounced for older students. These results suggest that interventions to increase academic resilience in university students should focus on enhancing adaptive aspects of motivation and behavioural engagement, and this is particularly important for older students.

Item Details

Item Type:Masters Coursework
Keywords:motivation, engagement, age differences, university study
Research Division:Psychology
Research Group:Applied and developmental psychology
Research Field:Educational psychology
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Phair, JK (Miss Jessica Phair)
ID Code:97001
Year Published:2014
Deposited By:Psychology
Deposited On:2014-11-27
Last Modified:2015-06-18
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