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|Title:||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||Authors:||Tan, Ser Hong.
Pang, Joyce S.
|Issue Date:||2012||Source:||Tan, 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.||Series/Report no.:||Educational psychology||Abstract:||This 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.||URI:||https://hdl.handle.net/10356/100642
|DOI:||http://dx.doi.org/10.1080/01443410.2012.662148||Fulltext Permission:||none||Fulltext Availability:||No Fulltext|
|Appears in Collections:||HSS Journal Articles|
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