The Effect of Interaction between Memory Self-Efficacy and Emotion Regulation Difficulties on Academic Coping Ways and Academic Boredom for Faculty of Education Students

Ismail, Ibrahim

doi:10.21608/jsre.2021.81466.1334

The Effect of Interaction between Memory Self-Efficacy and Emotion Regulation Difficulties on Academic Coping Ways and Academic Boredom for Faculty of Education Students

Document Type : Original Article

Author

Ibrahim Ismail

Faculty of Education, Mansoura University

10.21608/jsre.2021.81466.1334

Abstract

The present study aimed at detecting the effect of both memory self-efficacy level and emotion regulation difficulties level and the interaction between them on academic coping ways and academic boredom. It uncovers the role of memory self-efficacy, emotion regulation difficulties and academic coping ways in predicting academic boredom. The study sample included (338) student in the fourth year of the Faculty of Education. The memory self-efficacy, emotion regulation difficulties, academic boredom (prepared by the current researcher) and academic coping ways (prepared by Skinner, Pitzer & Steele, 2013) questionnaires were applied on the current sample. Using t- test, two-way analysis of variance and multiple regression, the study reached:
1) There are no significant differences in the average scores of students in the academic coping ways and academic boredom due to the influence of specialization.
2) There is a high level of academic boredom among students of the Faculty of Education.
3) There is a statistically significant effect for each the memory self-efficacy level and the emotion regulation difficulties level in some academic coping ways, while there is no statistically significant effect of the interaction between them in the academic coping ways.
4) There is a statistically significant effect for each the memory self-efficacy level and the emotion regulation difficulties level in all areas of academic boredom, while there is no statistically significant effect of the interaction between them in all areas of academic boredom.
5) Academic boredom can be predicted through non-adaptive academic coping ways, memory self-efficacy and emotion regulation difficulties.

Keywords

Main Subjects

Educational psychology

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