The effect of supporting autonomy on academic stress: the mediating role of self-regulated learning and mastery goal orientation

In the present study, the effect of supporting autonomy on academic stress through self-regulated learning and mastery goal orientation was tested. All male and female students in the fields of psychology, educational sciences and counseling at Payame Noor University of Khuzestan Province formed a statistical population from which 454 people (386 girls and 68 boys) were selected voluntarily. The research design is correlational. To collect data from the Belmont, Skinner, Welborn, and Connell (1988) teachers' support questionnaire; primitive academic stress and Gabriel (2015); self-regulatory learning was used by Iwamoto, Hargis, Bordner, and Chandler (2017) and the masterful goal-orientation of Midgley and Jordan (2001). Data were analyzed using Amos software. After modifying the proposed model and eliminating the effect of masterful goal orientation on academic stress, the results of direct hypotheses show that professors' support for autonomy has a negative effect on academic stress, and a positive effect on self-regulation and masterful goal-orientation and self-regulatory learning on stress. Education has a negative effect. The results of indirect hypotheses showed that teachers' support for autonomy affects academic stress through self-regulated learning.