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Topic

Self-Regulated Learning, Stress Mindset, and ºìÐÓÊÓƵ Health in Post-Secondary Learners

Department of Educational Psychology and Leadership Studies

Date & location

• Friday, December 13, 2024

• 1:00 P.M.

• Maclaurin Building

• Room A341

Reviewers

Supervisory Committee

• Dr. Mariel Miller, Department of Educational Psychology and Leadership Studies, University of Victoria (Supervisor)

• Dr. Allyson Hadwin, Department of Educational Psychology and Leadership Studies, UVic (Member) 

External Examiner

• Dr. Paweena Sukhawathanakul, Department of Psychology, University of Victoria 

Chair of Oral Examination

• Dr. Karen Urbanoski, School of Public Health and Social Policy, UVic

   

Abstract

While mental health in young adult populations has received significant attention in current research, the prevalence of mental health problems among post-secondary students necessitates investigation from an educational perspective. Self-regulated learning (SRL) and stress mindset have each been linked to mental health outcomes, such as psychological well-being, but few studies have investigated their relative contributions to students' mental health outcomes. This study aims to fill that gap by examining the contributions of SRL practices and stress mindset on psychological well-being in undergraduate students among 141 undergraduate students enrolled in a learning-to-learn course at a western Canadian university. Specifically, it seeks to answer (1) to what extent engagement in SRL practices, including motivation appraisal, metacognitive control, and academic social engagement, predict students' psychological well-being and (2) whether stress mindset contributes to psychological well-being beyond the effects of SRL practices. Regression analysis revealed that academic social engagement, a key SRL practice, significantly predicted mental health outcomes. Moreover, stress mindset demonstrated an additional predictive effect on mental health, independent of SRL practices. These findings highlight the importance of addressing both SRL strategies and stress mindset to offer comprehensive mental health support for students. Implications for practice include the need for educational institutions to implement programs that simultaneously foster SRL and cultivate a positive stress mindset, enhancing academic performance and psychological well-being.