The Relationships of Self-regulated Learning and Academic Achievement in University Students

Self-regulated learning plays an important role in academic achievement. This paper introduces the relationship between self-regulated learning and academic achievement. Many connections between self-regulated learning and academic achievement have been suggested, such as purposive and goal oriented,incorporating and applying a variety of strategic behaviors. Also it provides some evidences in the mediating effect of academic achievement on the relationship between self-regulated learning and academic achievement. At the end, it questions the existing conclusions and puts forward some researches on main directions where future research should be focused, and the enhancement of previous study

The Relationships of Self-regulated Learning and Academic Achievement in University Students

Self-regulated learning plays an important role in academic achievement. This paper introduces the relationship between self-regulated learning and academic achievement. Many connections between self-regulated learning and academic achievement have been suggested, such as purposive and goal oriented,incorporating and applying a variety of strategic behaviors. Also it provides some evidences in the mediating effect of academic achievement on the relationship between self-regulated learning and academic achievement. At the end, it questions the existing conclusions and puts forward some researches on main directions where future research should be focused, and the enhancement of previous study

Psychosocial Predictors of Acculturative Stress among Female and Male Immigrant Asian Americans: A Gender Comparison Study

The purpose of this study was to examine whether gender differences existed and how the predictors were linked to acculturative stress across gender among a national sample of 1639 immigrant Chinese, Filipino, Vietnamese, and other Asian Americans. The data were from the National Latino and Asian American Study (NLAAS) conducted in 2002 and 2003, the first national epidemiological household survey of Asian Americans in the United States. The participants took part in face-to-face interviews, which were conducted with computer-assisted interviewing software in Mandarin, Cantonese, Tagalog, Vietnamese, and English. After fitted bivariate correlations to examine the relationships between acculturative stress and psychosocial variables, data were analyzed using two multiple regressions to identify the most significant predictors of acculturative stress for men and women separately. Results indicated that the psychosocial predictors of acculturative stress varied with gender status. For all men and women, longer years in the U.S., higher English proficiency, and less perceived discrimination predicted related to less acculturative stress. Social network was not the predictor for both men and women. Age of immigration, marital status, family cohesion and social position were additional significant predictors of acculturative stress only for men, but not for women. The implications of these results were discussed

Psychosocial Predictors of Acculturative Stress among Female and Male Immigrant Asian Americans: A Gender Comparison Study

The purpose of this study was to examine whether gender differences existed and how the predictors were linked to acculturative stress across gender among a national sample of 1639 immigrant Chinese, Filipino, Vietnamese, and other Asian Americans. The data were from the National Latino and Asian American Study (NLAAS) conducted in 2002 and 2003, the first national epidemiological household survey of Asian Americans in the United States. The participants took part in face-to-face interviews, which were conducted with computer-assisted interviewing software in Mandarin, Cantonese, Tagalog, Vietnamese, and English. After fitted bivariate correlations to examine the relationships between acculturative stress and psychosocial variables, data were analyzed using two multiple regressions to identify the most significant predictors of acculturative stress for men and women separately. Results indicated that the psychosocial predictors of acculturative stress varied with gender status. For all men and women, longer years in the U.S., higher English proficiency, and less perceived discrimination predicted related to less acculturative stress. Social network was not the predictor for both men and women. Age of immigration, marital status, family cohesion and social position were additional significant predictors of acculturative stress only for men, but not for women. The implications of these results were discussed

The form and function processing of lexical tone and intonation in tone-language-speaking children with autism spectrum disorder

Studies on how the form versus function aspect of tone and intonation is processed by autistic individuals have mainly focused on speakers of non-tonal languages (e.g., English), and have produced equivocal results. While the samples’ heterogeneous cognitive abilities may be contributing factors, the phenotype of tone and intonation processing in autism may also vary with one’s language background. Thirty-eight autistic and 32 non-autistic Mandarin speaking children completed tone and intonation perception tasks, each containing a function and form condition. Results suggested that the abilities to discriminate tone and intonation were not impaired at either the form or function level in some autistic children, and that these abilities were positively associated with one another in both autistic and non-autistic groups. Additionally, the more severe the ASD symptoms, the worse the form- and function-level of tone and intonation processing. While enhanced tone and intonation processing has been found in a subgroup of autistic children, it may not be a general characteristic of the autistic population even for those with long-term tone language experience. These findings reveal typical tone and intonation processing at both the form and function levels in cognitively competent autistic children and provide evidence for associated tone and intonation processing abilities across levels