The objectives of this study include examining whether distress tolerance (DT) mediates the relation between students' perceived social support and their engagement in self-regulated learning activities associated with engaging help of others. Further, this research examines whether gender or race moderate the relations between social support and self-regulation or social support to DT. Finally, the research examines whether the mediation of the association between social support and self-regulated learning is moderated by either gender or race. DT fully mediates the relationship between social support and self-regulated learning. This study revealed that there are certain subskills of self-regulated learning (i.e., effort regulation, peer learning, help seeking) on which social support does not have a direct effect but is mediated by students' levels of distress tolerance, with students with higher levels of distress tolerance appearing to be able to engage with support. However, without direct examination of the direction of the relations given the cross-sectional nature of the research, it may be as well that students who perceive greater support from their social environment have greater ability to tolerate a certain amount of distress. This was related to higher inclination to reaching out to others for peer learning or help seeking as well as utilizing effort regulation strategies for learning to achieve academic goals.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc2356175 |
| Date | 07 1900 |
| Creators | Dang, Thuy |
| Contributors | Middlemiss, Wendy, Lee, Hyanghee, Hull, Darrell, Grzywacz, Joe |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Dang, Thuy, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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