Academic Anxiety, Self-Regulated Learning Ability, and Self-Esteem in Chinese Candidates for College Entrance Examination During the COVID-19 Outbreak: A Survey Study

References

• Fu W, Shan J, Xu H, et al. A survey of mental state and personality characteristics of candidates for college entrance examination. Chin J Clin Psychol. 2006;14(2):170–171. doi:10.16128/j.cnki.1005-3611.2006.02.024
   Google Scholar
• Yu GL, Dong Y. Research on Academic Emotion and its significance to students’ development. Educ Res. 2005;10:39–43.
   Google Scholar
• Liu J. Study Anxiety and Mental Health of High School Students. Shanghai: East China Normal University; 2008.
   Google Scholar
• Apgar D, Cadmus T. Using mixed methods to assess the coping and self-regulation skills of undergraduate social work students impacted by COVID-19. Clin Soc Work J. 2021;50(3):1–12. doi:10.1007/s10615-021-00790-3
   Web of Science ®Google Scholar
• Wang L, Yeerjiang Y, Gao HF, Pei JF, Zhang RX, Xu WH. Self-reported anxiety level and related factors in senior high school students in China during the outbreak of coronavirus disease 2019. J Affect Disord. 2022;301:260–267. doi:10.1016/j.jad.2022.01.056
   PubMed Web of Science ®Google Scholar
• Chen X, Qi H, Liu R, et al. Depression, anxiety and associated factors among Chinese adolescents during the COVID-19 outbreak: a comparison of two cross-sectional studies. Transl Psychiatry. 2021;11(1):148. doi:10.1038/s41398-021-01271-4
   PubMed Web of Science ®Google Scholar
• Zhang XK, Guo J, Tian RM. Can self-esteem buffer death anxiety? The effect of self-esteem on death anxiety of college students under the condition of death reminder. Psychol Sci. 2005;28(3):602–605. doi:10.16719/j.cnki
   Google Scholar
• Mao Y, Yang R, Bonaiuto M, Ma J, Harmat L. Can flow alleviate anxiety? The roles of academic self-efficacy and self-esteem in building psychological sustainability and resilience. Sustainability. 2020;12(7):2987. doi:10.3390/su12072987
   Web of Science ®Google Scholar
• Michael HK. Toward a conceptualization of optimal self-esteem. Psychol Inq. 2003;14(1):1–26. doi:10.1207/S15327965PLI1401_01
   Web of Science ®Google Scholar
• Fu ZG, Liu Y. Optimism, pessimism and self-esteem. Chin J Health Psychol. 2012;20(7):1115–1117.
   Google Scholar
• Swickert R, Hittner JB, Kitos N, Cox-Fuenzalida L-E. Direct or indirect, that is the question: a re-evaluation of extraversion’s influence on self-esteem. Pers Individ Dif. 2004;36(1):207–217. doi:10.1016/s0191-8869(03)00080-1
   Web of Science ®Google Scholar
• Gilman R, Anderman EM. The relationship between relative levels of motivation and intrapersonal, interpersonal, and academic functioning among older adolescents. J Sch Psychol. 2006;44(5):375–391. doi:10.1016/j.jsp.2006.03.004
   Web of Science ®Google Scholar
• Rahayuningsih S, Hasbi M, Mulyati M, Nurhusain M. The effect of self-regulated learning on students’ problem-solving abilities. AKSIOMA. 2021;10(2). doi:10.24127/ajpm.v10i2.3538
   Google Scholar
• Su D, Song J, Fang P. Development characteristics of self regulated learning of primary school to senior high school students. Psychol Behav Res. 2013;11(4):490–496.
   Google Scholar
• Li SP. Self regulated learning path mining and feedback research based on learning analysis. China Audio Visual Educ. 2018;10:15–21.
   Google Scholar
• Kizilcec RF, Pérez-Sanagustín M, Maldonado JJ. Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Comput Educ. 2017;104:18–33. doi:10.1016/j.compedu.2016.10.001
   Web of Science ®Google Scholar
• Sharma A, Minh Duc NT, Luu Lam Thang T, et al. A consensus-based checklist for reporting of survey studies (CROSS). J Gen Intern Med. 2021;36(10):3179–3187. doi:10.1007/s11606-021-06737-1
   PubMed Web of Science ®Google Scholar
• Xie MQ. Relationship Between Personality Traits, Structural Needs and Academic anxiety of Senior High School Students. Fuzhou: Fujian Normal University; 2017.
   Google Scholar
• Fang P. Development Characteristics and Related Factors of Self Regulated Learning of Junior Middle School Students. Beijing: Capital Normal University; 2003.
   Google Scholar
• Rosenberg M. Society and the Adolescent Self-Image. Princeton: Princeton university press; 1965.
   Google Scholar
• Wang XD, Wang XL. Handbook of Mental Health Assessment Scale (Revised Version). Beijing: Chinese Journal of mental health; 1999.
   Google Scholar
• Büyüköztürk Ş. Manual of Data Analysis for Social Sciences. 24 ed. Ankara: Pegem Academy; 2018.
   Google Scholar
• Isaac Mustapha M. The Art of Effective Research: A Study Utilizing Multiple Regression Analysis (Hayes Process Macros for SPSS). London: SAGE Publications Ltd; 2019.
   Google Scholar
• Xiong HX, Zhang J, Ye BJ, Zheng X, Sun PZ. Common method variance effects and the models of statistical approaches for controlling it. Adv Psychol Sci. 2013;20(5):757–769. doi:10.3724/sp.J.1042.2012.00757
   Google Scholar
• Ying X, Bai JR. The freshmen’s positive and negative emotional characteristics on different resilience. Psychol Explor. 2010;30(4):81–85.
   Google Scholar
• Benetti C, Kambouropoulos N. Affect-regulated indirect effects of trait anxiety and trait resilience on self-esteem. Pers Individ Dif. 2006;41(2):341–352. doi:10.1016/j.paid.2006.01.015
   Web of Science ®Google Scholar
• Li N, Jiang YZ, Zhang HZ. The mediating effect of emotion on self-esteem and aggression in junior middle school students. Health Res. 2011;31(1):39–42.
   Google Scholar
• Newbegin I, Owens A. Self-esteem and anxiety in secondary school achievement. J Soc Behav Pers. 1996;11(3):521–530.
   Google Scholar
• Losenno KM, Muis KR, Munzar B, Denton CA, Perry NE. The dynamic roles of cognitive reappraisal and self-regulated learning during mathematics problem solving: a mixed methods investigation. Contemp Educ Psychol. 2020;61:101869. doi:10.1016/j.cedpsych.2020.101869
   Web of Science ®Google Scholar
• Chen CM. Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance. Expert Syst Appl. 2009;36(5):8816–8829. doi:10.1016/j.eswa.2008.11.026
   Web of Science ®Google Scholar
• Jain S, Dowson M. Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemp Educ Psychol. 2009;34(3):240–249. doi:10.1016/j.cedpsych.2009.05.004
   Web of Science ®Google Scholar
• Lisa GA. Rethinking the role of positive affect in self-regulation. Motiv Emot. 1998;22(1):1–32. doi:10.1023/A:1023080224401
   Web of Science ®Google Scholar
• Wood JV, Heimpel SA, Michela JL. Savoring versus dampening: self-esteem differences in regulating positive affect. J Pers Soc Psychol. 2003;85(3):566–580. doi:10.1037/0022-3514.85.3.566
   PubMed Web of Science ®Google Scholar
• Hamdan KM, Al-Bashaireh AM, Zahran Z, Al-Daghestani A, Al-Habashneh S, Shaheen AM. University students’ interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). Int J Educ Manag. 2021;35(3):713–725. doi:10.1108/IJEM-11-2020-0513
   Web of Science ®Google Scholar
• Li Y, Xie FZ, Ding J, He CS. The influence of college students’ childhood neglect experience on self-esteem: the mediating role of coping style. J Anqing Normal Univ. 2018;24(1):69–72. doi:10.13757/j.cnki.cn34-1328/n.2018.01.017
   Google Scholar
• Gao L. Effects of self-esteem and attribution bias on anxiety in different situations. Chin J Clin Psychol. 2015;23(5):818–825. doi:10.16128/j.cnki.1005-3611.2015.05.014
   Google Scholar
• Lin LL, Liu J, Zhou Y. The relationship between peer victimization and self-esteem in middle childhood: the mediating effect of coping strategies. Chin J Clin Psychol. 2015;23(1):137–140. doi:10.16128/j.cnki.1005-3611.2015.01.031
   Google Scholar