Examining the Effects of Self-reported Posttraumatic Stress Disorder Symptoms and Positive Relations With Others on Self-regulated Learning for Student Service Members/Veterans.
OBJECTIVES
To examine the relationships between self-reported posttraumatic stress disorder (PTSD) symptoms, perceived positive relations with others, self-regulation strategy use, and academic motivation among student service members/veterans (SSM/V) enrolled in postsecondary education.


PARTICIPANTS
SSM/V (N = 214), defined as veterans, active duty, or National Guard/Reservists of the US military, enrolled at 5 different institutions in Fall 2012.


METHODS
Data were collected using an online questionnaire that included standardized measures of PTSD symptoms, perceived quality of personal relations, academic self-regulation strategy use, and academic motivation.


RESULTS
PTSD symptoms were associated with lower self-efficacy for learning and maladaptive academic goal orientation. Additionally, PTSD symptoms were associated with lower effort regulation (ie, persistence) during academic work. Endorsement of more positive relations moderated the deleterious relationship between PTSD symptoms and maladaptive goal orientation.


CONCLUSION
The results suggest that postsecondary personnel adopt a social-cognitive framework to develop social, mental health, and academic supports for SSM/V with PTSD.
['Ness|Bryan M|BM|', 'Middleton|Michael J|MJ|', 'Hildebrandt|Michael J|MJ|']
D000328:Adult D005260:Female D006801:Humans D007398:Interpersonal Relations D008297:Male D057566:Self Report D013313:Stress Disorders, Post-Traumatic D013334:Students D011795:Surveys and Questionnaires D014495:Universities D014728:Veterans
self-regulation posttraumatic stress disorder (PTSD) motivation postsecondary military social relations