Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/100642
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dc.contributor.authorTan, Ser Hong.en
dc.contributor.authorPang, Joyce S.en
dc.date.accessioned2013-08-29T07:18:39Zen
dc.date.accessioned2019-12-06T20:25:49Z-
dc.date.available2013-08-29T07:18:39Zen
dc.date.available2019-12-06T20:25:49Z-
dc.date.copyright2012en
dc.date.issued2012en
dc.identifier.citationTan, S. H.,& Pang, J. S. (2012). Sticks and stones will break my bones but failure feedback may not hurt me: gender differences in the relationship between achievement motive, coping strategies and environmental mastery. Educational Psychology, 32(3), 373-388.en
dc.identifier.urihttps://hdl.handle.net/10356/100642-
dc.identifier.urihttp://hdl.handle.net/10220/13256en
dc.description.abstractThis study investigates the processes through which achievement motivation guides the selection of coping strategies which in turn affects environmental mastery post-failure feedback. Seventy-six college students received failure feedback after completing a professional aptitude test. Findings showed that gender moderated the relationship between Hope of Success (HS) and planful problem-solving coping but not between HS and escape-avoidance coping. No moderated mediation was found when HS was used to predict environmental mastery with gender as the moderator and either planful problem-solving or escape-avoidance coping as the mediator. Simple mediation analyses showed that planful problem-solving did not mediate the relationship between HS and environmental mastery. Instead, higher scores on HS predicted lower use of escape-avoidance coping which in turn predicted higher environmental mastery. Implications for the role of feedback in educational settings are discussed.en
dc.language.isoenen
dc.relation.ispartofseriesEducational psychologyen
dc.titleSticks and stones will break my bones but failure feedback may not hurt me: gender differences in the relationship between achievement motive, coping strategies and environmental masteryen
dc.typeJournal Articleen
dc.contributor.schoolSchool of Humanities and Social Sciencesen
dc.identifier.doihttp://dx.doi.org/10.1080/01443410.2012.662148en
item.grantfulltextnone-
item.fulltextNo Fulltext-
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