Psychological Reactions among First-Year University Students: A Moderating Effect of Social Support

• Zulkifli Abdullah, Mohd ^[1] ; Kadir Othman, Abdul ^[1] ; Iskandar Hamzah, Muhamaad ^[1]
  1. [1] Faculty of Business and Management, UiTM Puncak Alam, Selangor, Malaysia
• Localización: Revista Publicando, ISSN-e 1390-9304, Vol. 6, Nº. 19 (January-February-March), 2019, págs. 1-23
• Idioma: inglés
• Títulos paralelos:
  • Reacciones psicológicas entre estudiantes universitarios de primer año: el efecto moderador del apoyo social
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Los estudiantes universitarios son influenciados continuamente por múltiples factores de estrés de diferentes formas. La vida y el estrés académico a menudo generan dificultades e impacto en las reacciones psicológicas de los estudiantes universitarios. El presente estudio tuvo como objetivo examinar el efecto moderador del apoyo social en la relación entre la competencia percibida, la autodeterminación y el entorno de aprendizaje en las reacciones psicológicas (motivación intrínseca y estrés) entre los estudiantes universitarios de primer año. Al analizar un total de 863 respuestas recopiladas de los encuestados respectivos, los hallazgos indican que todos los factores predictivos se asocian con la motivación intrínseca y el estrés. Además, los resultados también revelan que el apoyo social no es una variable moderadora de la relación entre las variables independientes (competencia percibida, entorno de aprendizaje y autodeterminación) y la motivación y el estrés intrínsecos. Las implicaciones del estudio se discuten más a fondo en el documento.

  • English

    University students are influenced continuously by multiple stressors from different aspects of their lives and society. Life and academic stress often generate difficulties and impact on university students' psychological reactions. The present study aimed to examine the moderating effect of social support on the relationship between perceived competence, self-determination, and learning environment on the psychological reactions (intrinsic motivation and stress) among first-year university students. Analyzing a total of 863 responses collected from the respective respondents, the findings indicate that all predictors associate with intrinsic motivation and stress. Besides, the results also reveal that social support is not a moderating variable for the relationship between the independent variables (perceived competence, learning environment, and self-determination) and intrinsic motivation and stress. The implications of the study are further discussed in the paper.

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