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Examining The Role Of Motivation In The Relationship Between Perceived Academic Stress And Coping Among Freshmen, Ying Dong
Theses and Dissertations
First-year college students commonly face academic stress that is negatively associated with academic achievement and persistence. It has been found that problem-focused coping (PFC) effectively decreases stress, but emotion-focused coping (EFC) exacerbates stressful situations in the long term (Carver & Scheier, 1994; Kim & Duda, 2003). Lazarus and Folkman’s (1984) Transactional Model of Stress and Coping (TMSC) posits that cognitive appraisals determine the selection of stress coping. In the current study, two motivation indicators, causal attributions for academic stress and value of college education, were recognized as cognitive appraisals that were respectively placed into the TMSC to test their role …