Table 3.
Bivariate correlations between protective factors against academic stress in this research (n = 564).
| CONSC | POSIT | DEEP | SR | PROBC | RESIL | EMOTP | ENGAG | CONF | RT | STRTE | STRLE | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| CONSC | ||||||||||||
| POSIT | 0.435** | |||||||||||
| DEEP | 0.518** | 0.371** | ||||||||||
| SR | 0.632** | 0.476** | 0.371** | |||||||||
| PROBC | 0.381** | 0.384** | 0.293** | 0.341** | ||||||||
| RESIL | 0.455** | 0.500** | 0.271** | 0.482** | 0.414** | |||||||
| EMOTP | 0.633** | 0.603** | 0.593** | 0.551** | 0.461** | 0.428** | ||||||
| ENGAG | 0.563** | 0.407** | 0.487** | 0.450** | 0.356** | 0.407** | 0.711** | |||||
| CONF | 0.465** | 0.264** | 0.478** | 0.534** | 0.341** | 0.500** | 0.603** | 0.436** | ||||
| RT | 0.320** | 0.307** | 0.270** | 0.226** | −0.226** | 0.236** | 0.352** | 0.348** | 0.307** | |||
| STRTE | −0.118** | −0.342** | −0.142** | −0.063 | −0.168** | −0.314** | −0.219** | −0.367** | −0.105** | |||
| STRLE | −0.194** | −0.178** | −0.095* | −0.341** | −0.028 | −0.106* | −0.285** | −0.221** | −0.178** | −0.34 | 0.614** | |
| STRSY | −0.280** | −0.148** | −0.022 | −0.161** | −0.098** | −0.169** | −0.353** | −0.099** | −0.148** | −0.91** | 0.442** | 0.603** |
CONSC, conscientiousness; POSIT, positivity; DEEP, deep approach; CONF, academic behavioral confidence; SR, self-regulation; PROBC, problem-focused coping; ENGAG, engagement; EMOTP, positive achievement emotions; RESIL, resilience; RT, regulatory teaching; STRTE, stress factors of teaching process; STRLE, stress factors of learning process; STRSY, symptoms of stress.
*
p < 0.05;
**
p < 0.01;
***p < 0.001.