Effect), 0.3.five (medium impact), and 0.five (substantial effect). 3. Outcomes 3.1. Correlational Evaluation With regard for the correlation analyses (see Table 1), the following relationships between Academic pressure and character traits were shown: academic tension shows a optimistic relationships with agreeableness, conscientiousness, and neuroticism (r = 0.07; r = 0.09; r = 0.26). With regards to the relationships amongst academic tension and Dicaprylyl carbonate Protocol self-concept dimensions, constructive relationships had been discovered with emotional self-concept (r = 0.32) and adverse relationships with physical self-concept (r = -0.11).Table 1. Implies, typical deviations, and correlations among measures.1 1 AST two EX 3 AG four CO five NE six OP 7 AS 8 ES 9 FS 10 PS 11 SS M S.D. 0.06 0.07 0.09 0.26 0.03 0.01 0.32 0.34 0.38 0.30 0.43 0.13 0.00 0.04 0.14 0.09 26.72 3.13 0.42 0.39 0.33 0.01 0.37 0.41 0.02 0.01 0.24 0.18 0.32 0.14 0.27 0.31 21.22 three.45 0.28 19.66 5.22 21.25 3.86 2 3 four five 6 7 8 9 10-0.0.19 -0.00 -0.0.03 0.03 27.91 3.-0.08 0.00 0.14 0.03 33 five.-0.04 -0.11 -0.three.56-0.03 -0.0.00 30.16 3.-0.05 -0.08 -0.24.30 3.-0.04 -0.11 -0.22.63 four.-0.08 0.27 18.57 5.Note: p 0.01; p 0.05. AST: academic anxiety; EX: extraversion; AG: agreeableness; CO: conscientiousness; NE: neuroticism; OP: openness to expertise; AS: academic self-concept; ES: emotional self-concept; FS: familiar self-concept; PS: physical self-concept; SS: social self-concept.3.two. Regression Analysis Looking at the relationship in between academic pressure, character traits, and selfconcept, a hierarchical regression evaluation was performed (see Table two). We applied the stepwise system and entered each independent variable into the model individually. In the first Iodixanol Technical Information equation, gender, age, province, and course had been entered as predictors. Within this 1st phase, gender explained 3 of your variance in academic stress. Females reported greater academic strain than males. In the second equation, personality traits were introduced as independent variables. Within this case, 7 from the variance of academic pressure was explained by the neuroticism variable. Hence, subjects with high levels of neuroticism reported greater academic pressure. In the third equation, self-concept dimensions had been entered asEduc. Sci. 2021, 11,6 ofindependent variables. Within this case, ten in the variance was explained by the self-conceptemotional variable. Subjects who scored higher on emotional self-concept reported high academic stress.Table 2. Hierarchical regression analysis predicting academic anxiety. (Criteria: Academic Tension) Demographic aspect Sex Age Province Course Character trait Extraversion Agreeableness Conscientiousness Neuroticism Openness Self-concept Academic Emotional Familiar Physical SocialNote: p 0.05; p 0.00.R2 0.F 9.pR2 0.0.16 0.00 0.03 0.04 0.10 12.32 0.0.00 0.84 0.23 0.18 0.07 0.81 0.63 0.86 0.00 0.67 0.-0.0.00 0.-0.0.17 12.52 0.00 0.0.80 0.00 0.14 0.37 0.-0.04 -0.03 -0.Ultimately, in order to examine differences within the variables studied, we dichotomised the sample in accordance with gender (see Table three). In the academic stress variable, statistically considerable variations were discovered, exactly where girls showed larger levels of tension than men (M = 3.66 vs. M = 3.25); F(1, 1019) = 33.55; p 0.00. Concerning the Significant Five variables, differences had been found in extraversion, whereas men showed greater levels of extraversion than women (M = 27.34 vs. M = 26.52); F(1, 1019) = 12.74; p 0.00. In agreeableness, men scored higher in comparison with women (M = 28.32 vs.
