ERIC Number: EJ1074660
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 53
Examining the Effects of Self-Reported Posttraumatic Stress Disorder Symptoms and Positive Relations with Others on Self-Regulated Learning for Student Service Members/Veterans
Ness, Bryan M.; Middleton, Michael J.; Hildebrandt, Michael J.
Journal of American College Health, v63 n7 p448-458 2015
Objectives: To examine the relationships between self-reported posttraumatic stress disorder (PTSD) symptoms, perceived positive relations with others, self-regulation strategy use, and academic motivation among student service members/veterans (SSM/V) enrolled in postsecondary education. Participants: SSM/V (N = 214), defined as veterans, active duty, or National Guard/Reservists of the US military, enrolled at 5 different institutions in Fall 2012. Methods: Data were collected using an online questionnaire that included standardized measures of PTSD symptoms, perceived quality of personal relations, academic self-regulation strategy use, and academic motivation. Results: PTSD symptoms were associated with lower self-efficacy for learning and maladaptive academic goal orientation. Additionally, PTSD symptoms were associated with lower effort regulation (ie, persistence) during academic work. Endorsement of more positive relations moderated the deleterious relationship between PTSD symptoms and maladaptive goal orientation. Conclusion: The results suggest that postsecondary personnel adopt a social-cognitive framework to develop social, mental health, and academic supports for SSM/V with PTSD.
Descriptors: Posttraumatic Stress Disorder, Symptoms (Individual Disorders), Interpersonal Relationship, Independent Study, Military Personnel, Veterans, College Students, Student Motivation, Questionnaires, Self Efficacy, Goal Orientation, Learning Strategies, Statistical Analysis, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire; Patterns of Adaptive Learning Survey