Table 4.
Bivariate correlations between risk factors of academic stress in this research (n = 564).
| NEUROT | POSIT | SURFACE | SR | PROCR | EMOTC | RESIL | EMOTN | BURN | CONF | RT | STRTE | STRLE | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| NEUROT | |||||||||||||
| POSIT | −0.325** | ||||||||||||
| SURFACE | 0.188** | −0.173** | |||||||||||
| SR | −0.367** | 0.472** | −0.360** | ||||||||||
| PROCR | 0.252** | −0.173** | 0.323** | −0.418** | |||||||||
| EMOTC | 0.288** | −0.028 | 0.161** | −0.108** | 0.280** | ||||||||
| RESIL | −0.280** | 0.592** | −0.170** | 0.490** | −0.223** | 0.076* | |||||||
| EMOTN | 0.472** | −0.300** | 0.455** | −0.479** | 0.513** | 0.263** | −0.315** | ||||||
| BURNOUT | 0.343** | −0.458** | 0.368** | 0.491** | 0.452** | 0.140** | −0.372** | 592** | |||||
| CONF | −0.243** | 0.377** | −0.318** | 0.532** | −0.327** | 0.012 | 0.498** | −0.478** | −0.449** | ||||
| RT | −0.010 | 0.307** | −0.134** | 0.229** | −0.213** | 0.083** | 0.242** | −0.186** | −0.270** | 0.283** | |||
| STRTE | 0.388** | −0.342** | 0.348** | −0.317** | 0.325** | 0.174** | −0.229** | 0.583** | 0.357** | −0.389** | −0.105* | ||
| STRLE | 0.418** | −0.178** | 0.250** | −0.351** | 0.383** | 0.315** | −0.149* | 0.612** | 0.413** | −0.204** | −0.34 | 0.612** | |
| STRSY | 0.569** | −0.148** | 0.273** | −0.411** | 0.341** | 0.342** | −0.233** | 0.583** | 0.357** | −0.389** | −0.084* | 0.442** | 0.603** |
NEUROT, neuroticism; POSIT, positivity; SURFACE, surface approach; CONF, academic behavioral confidence; SR, self-regulation; PROCR, procrastination; EMOTC, emotion-focused coping; RESIL, resilience; EMOTN, negative achievement emotions; BURNOUT, burnout; 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.