Anxiety, stress, and coping · 2020
Academic performance: A longitudinal study on the role of goal-directed rumination and psychological distress.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Krys Sabrina, Otte Kai-Philip, Knipfer Kristin
Аннотация
BACKGROUND: In this research, we examine the relationship between goal-directed rumination, psychological distress, and performance. Although previous research has largely contributed to our understanding of how these constructs are related, the direction of their relationships remains unclear.
OBJECTIVES: We argue that goal-directed rumination and psychological distress (conceived as perceived stress and strain) are reciprocally related, and that goal-directed rumination has a positive effect on performance when controlling for the negative effect of psychological distress.
DESIGN: We explored these relationships in a longitudinal field study, drawing on multiple sources: self-reports of 147 students on goal-directed rumination and psychological distress and objective ratings of academic performance.
METHOD: Based on structural equation modelling, we employed a random-intercept cross-lagged panel model and hierarchical regressions to examine our hypotheses.
RESULTS: We demonstrated that goal-directed rumination predicted perceived stress one week later but not vice versa, while its relationship to strain was less clear. Furthermore, goal-directed rumination positively predicted academic performance when we controlled for psychological distress.
CONCLUSIONS: We found evidence for a unidirectional relationship between goal-directed rumination and psychological distress, especially for perceived stress. Additionally, we observed that psychological distress diminishes the beneficial effect of goal-directed rumination on academic performance.
OBJECTIVES: We argue that goal-directed rumination and psychological distress (conceived as perceived stress and strain) are reciprocally related, and that goal-directed rumination has a positive effect on performance when controlling for the negative effect of psychological distress.
DESIGN: We explored these relationships in a longitudinal field study, drawing on multiple sources: self-reports of 147 students on goal-directed rumination and psychological distress and objective ratings of academic performance.
METHOD: Based on structural equation modelling, we employed a random-intercept cross-lagged panel model and hierarchical regressions to examine our hypotheses.
RESULTS: We demonstrated that goal-directed rumination predicted perceived stress one week later but not vice versa, while its relationship to strain was less clear. Furthermore, goal-directed rumination positively predicted academic performance when we controlled for psychological distress.
CONCLUSIONS: We found evidence for a unidirectional relationship between goal-directed rumination and psychological distress, especially for perceived stress. Additionally, we observed that psychological distress diminishes the beneficial effect of goal-directed rumination on academic performance.