Evidence map›Paper›PMID 35996464›Full record

ArticleSocial psychology of education : an international journal2022

Adjustment and acceptance beliefs in achievement settings: Implications for student wellbeing.

Patti C Parker, Raymond P Perry, Judith G Chipperfield, Jeremy M Hamm, Lia M Daniels, Robert P Dryden

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Social psychology of education : an international journal, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Patti C ParkerDepartment of Psychology, Thompson Rivers University, Kamloops, British Columbia, Canada.ORCID 0000-0002-4812-7786
Raymond P PerryDepartment of Psychology, University of Manitoba, Winnipeg, Manitoba, Canada.
Judith G ChipperfieldDepartment of Psychology, University of Manitoba, Winnipeg, Manitoba, Canada.
Jeremy M HammDepartment of Psychology, North Dakota State University, Fargo, North Dakota USA.
Lia M DanielsDepartment of Educational Psychology, University of Alberta, Edmonton, Alberta Canada.
Robert P DrydenDepartment of Psychology, University of Manitoba, Winnipeg, Manitoba, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Research suggests that when dealing with personal setbacks, secondary control (SC) adjustment and acceptance beliefs can foster psychological wellbeing. However, little research has examined these beliefs, in combination, and how they impact students in their academic development. We conducted secondary analysis using an eight-month longitudinal study design over a two-semester introductory course on a sample of university students (

Indexed as

AchievementLearning-related emotionsPerceived controlPerceived stressSecondary control

Identifiers

PMID35996464
PMCPMC9385084

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.