Interaction effects of SML and curiosity in predicting EE at night. Note: SML search for meaning in life, EE emotional exhaustion

Interaction effects of SML and curiosity in predicting EE at night. Note: SML search for meaning in life, EE emotional exhaustion

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College students face numerous academic demands on a daily basis. The resources of the University and of the students to cope with these demands are essential to explain students’ levels of well-being. The purpose of this investigation is to explore the role of day-level curiosity and meaning in life in the explanation of students’ levels of engage...

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... The daily diary methodology has been widely used in recent management and psychology research. 39,[94][95][96][97] It allows assessing dynamic processes in everyday life, detecting small changes, improving ecological validity, and reducing recall bias. 5,32,37 Thus, Study 2 used a daily diary methodology to reach the three objectives: 1. replicate the results of Study 1 by using diary study data with repeated measurements over ten consecutive working days; 2. examine the moderating role of stable work-family centrality between daily WFC and daily status anxiety (Hypothesis 3); 3. test the integrative moderated mediation model (Hypothesis 4). ...
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Purpose: The adverse effects of work-to-family conflict in occupational health fields have been widely concerned. However, we do not yet know whether and how work-to-family conflict affects people's consumption behavior. This study used identity theory as the conceptual framework to test the hidden link between work-to-family conflict and conspicuous consumption, the possible underlying mechanism of status anxiety, and the boundary condition of work-family centrality. Methods: We conducted two quantitative studies to test the hypotheses. Study 1 used a cross-sectional survey (N = 486) to test the relationship between work-to-family conflict and conspicuous consumption and the mechanism of the relationship. Study 2 used a 10-day daily diary survey (Nbetween = 100, Nwithin = 776) to duplicate the results of Study 1 and further test the moderating effect of work-family centrality. Results: We found that work-to-family conflict was positively related to conspicuous consumption, and this relationship was mediated by increased status anxiety. Moreover, this mediating effect was more substantial for employees with lower work-family centrality. Conclusion: This research is the first to link work-to-family conflict and conspicuous consumption theoretically and empirically. The findings supported identity theory, adding new knowledge to the consequences of work-to-family conflict and contributing to organizations' prevention and intervention programs on behavioral health issues in work-family conflict.
... Curiosity and motivation have been conceptualised as integral components of the learning process and support higher levels of engagement in learners to help them achieve their full potential in a learning environment (Garrosa, 2017;Stumm et al., 2011). Curiosity represents a desire to seek answers to unknown questions by encouraging exploratory behaviour in an individual (Berlyne, 1957). ...
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Feedback has great potential to benefit students’ learning and skill development. Feedback designed in an effective manner can help improve a student’s current performance by supporting their sense of curiosity and motivation and fostering a deeper engagement in the learning. Game-Based Learning (GBL) environments present an appropriate platform to implement feedback to facilitate progress monitoring and enhance curiosity and motivation. Through carefully designed feedback with the support of psychological theories in such environments, learners can become more immersed and interested in their learning. This allows for creating an environment where a learner feels more connected and empowered in their learning journey. This paper proposes a feedback framework with an understanding of the purpose and varieties of feedback mechanisms that can be presented to the learners at different levels within a digital learning environment through a statistics game to stimulate curiosity and motivation and help achieve the learning goals.
... Social curiosity and compassion move people beyond themselves and towards others with interest and concern (Estrada, Monferrer, Rodríguez, & Moliner, 2021;Renner, 2006). Curiosity and compassion predict higher academic and employee engagement (Estrada et al., 2021;Garrosa, Blanco-Donoso, Carmona-Cobo, & Moreno-Jiménez, 2017;Nazir & Islam, 2020). ...
Article
Communities often face numerous challenges and opportunities—situations that may be reduced to specific domains by researchers, policy makers and interventionists. This study informs and animates a new “flourishing community” model that seeks to build collective capacity to respond to challenges and opportunities. Our work is a response to children living on the streets, whose families face myriad challenges. The Sustainable Development Goals make explicit the need for new, integrative models that acknowledge the interplay of challenges and opportunities within communities through the flow of everyday life. Flourishing communities are generative, supportive, resilient, compassionate, curious, responsive and self‐determined, and they build resources across economic, social, educational, and health domains. Integrating theoretical models—specifically, community‐led development, multi‐systemic resilience, and the “broaden and build” cycle of attachment—provides a testable framework to understand and explore hypothesised relationships between survey‐collected, cross‐sectional variables with 335 participants. Higher collective efficacy, a common byproduct of group‐based microlending activities, was correlated with higher sociopolitical control. This correlation was mediated by higher positive emotion, meaning in life, spirituality, curiosity, and compassion. Further research is required to understand replicability, cross‐sectoral impact, mechanisms of integrating health and development domains, and implementation challenges of the flourishing community model. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.
... Durante la educación universitaria los estudiantes suelen participar en distintas actividades académicas propias del mencionado periodo formativo [1][2][3] , sin embargo, situaciones como la sobrecarga académica, el limitado tiempo para desarrollarlas, los exámenes, las exposiciones y la excesiva cantidad de horas destinadas a las clases limitan el tiempo de estudio y la realización adecuada de las responsabilidades académicas 4 . ...
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Objetivo: Describir el cansancio emocional de los estudiantes de una universidad pública peruana. Materiales y métodos: El enfoque de investigación fue cuantitativo, el diseño fue no experimental y el tipo descriptivo transeccional. La muestra fue conformada por 201 estudiantes de la carrera profesional de Administración y Negocios Internacionales a quienes se les aplicó la Escala de Cansancio Emocional, instrumento con niveles aceptables de confiabilidad y validez. Posteriormente, las respuestas fueron sistematizadas y analizadas utilizando el programa SPSS® versión 22. Resultados: El 38,8% de los estudiantes presentaron altos niveles de cansancio emocional y se determinó que dicha variable se asocia significativamente (p<0,05) al sexo, grupo etario, año de estudio, nivel socioeconómico y situación laboral de los estudiantes. Conclusiones: Los estudiantes universitarios se caracterizaban por presentar altos niveles de cansancio emocional y fueron las mujeres, que tenían entre 16 y 20 años de edad, que se encontraban en el quinto año de estudio, cuyo nivel socioeconómico era bajo y trabajaban, quienes presentaron niveles de cansancio emocional ligeramente superiores que los demás grupos de contraste. Por ello, es necesario que el área de Psicopedagogía diseñe y ejecute programas preventivos y correctivos que permitan detectar a estudiantes con altos niveles de cansancio emocional y puedan recibir apoyo por parte de los profesionales competentes para se desenvuelvan adecuadamente y mejoren su calidad de vida. Palabras clave: Agotamiento emocional, educación superior, estudiantes.
... Students who are engaged tend to have higher academic achievement, better mental health, and less deviant behavior (Christenson, et al., 2012;Jang, 2008;Tuominen-Soini & Salmela-Aro, 2014). Along with the broader field of positive psychology and education, research on academic engagement has burgeoned in recent years (Bakker et al., 2015;Christenson et al., 2012;Garrosa, et al., 2017;Saeki & Quirk, 2015;Siu et al., 2014;Steele & Fullagar, 2009;Wang & Fredricks, 2014). In particular, researchers have long been interested in the factors that drive academic engagement (King, 2015). ...
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The present study examined the association between trait gratitude (a tendency to experience gratitude in daily life) and academic engagement (a fulfilling and positive state of mind that is study-related), with a primary focus on confirming the mediating role of avoidance of temptation (commitment to long-term goals by avoiding situations in which they might be threatened by short-term goals) in Chinese college students. A total of 348 university students volunteered to participate in the study. The participants completed the Trait Gratitude Scale, Avoidance of Temptation Scale, and the Academic Engagement Scale. The results show that people with higher levels of gratitude reported higher levels of avoidance of temptation (r = 0.31, p < 0.01) and academic engagement (r = 0.27, p < 0.01). Structural equation modeling revealed that avoidance of temptation fully mediated the associations between gratitude and academic engagement [CFI = 0.974]. The results show that 16.8% of the variance for academic engagement could be explained by this model. These results suggest that people with higher levels of gratitude tend to adopt proactive self-control strategies such as situation selection to avoid temptation, which might contribute to positive functioning (i.e., academic engagement). Implications and directions for future research on academic engagement are discussed.
... Thus, with that motivation, well-being employees will be more competent in idea generation due to their enthusiasm to embrace risks, explore new methods, and implement it at work Mussel, 2013). Thus, based on the last statement, employees will be capable of maintaining high levels of absorption (Garrosa et al., 2017;Bourini, 2021) and, in turn, lead to exploring novel ideas and methods for problem-solving. Prior scholars such as Bourini (2021) stated that employees with high absorptive capacity could acquire effectively and utilise new knowledge, which will affect individual and organisations' innovation capabilities. ...
Article
Innovative behaviour and its antecedents have become very important for higher education institutions (HEIs) and attracted research interest recently. To address this need, the researcher draws on Human relation theory (HRT) and equity theory to examine the impacts of employee well-being (EW) and employee absorptive capacity (EAC) on innovative employee behaviour. The researchers examined the mediating variable of EAC in this study and the moderation effect of organisational justices and innovative leaders. Data were collected and analysed from 239 full-time academic members working within the HEIs in Jordan. The smart partial least square SmartPLS analysis outputs reveal that EW affects EAC, consequently affecting innovative employee behaviour. Surprisingly, innovative leadership behaviour plays a moderating role in the relationship between EAC and IB. Also, organisational justice affects EAC. These findings provide administrators in HEIs about enhancing innovative academic behaviours by assuring well-being through fairness and leader innovative support.
... In fact, diary studies about meaning in life have observed an important day-to-day variation that reveals a new understanding and field of research in this area . For example, daily variations of meaning in life predict daily emotional exhaustion, and well-being (Garrosa et al. 2017;Steger et al. 2006Steger et al. , 2008. In addition, recent research has pinpointed the need to direct the study of meaning in life towards its instability over time (Steger and Kashdan 2013). ...
... Social-impact mindset students study primarily out of personal interest and a wish to help others through their studies (Hudig et al., 2020). This type of drive is illustrated by a sense of enthusiasm and a curiosity for study work, with curiosity being a force for daily levels of study engagement (Garrosa et al., 2017). The interest and enjoyment in learning of social-impact mindset students also elicit the perceived value of their study tasks and activities. ...
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Research on the joint effect of multiple motives for studying was recently given a push in a new direction with the introduction of the motivational mindset model (MMM). This model contributes to a better understanding of study success and student wellbeing in higher education. The aim of the present study is to validate the newly developed model and the associated mindset classification tool (MCT). To this end, 662 first-year university students were classified in one of the four types of motivational mindset using the classification tool and three exploratory validation procedures were conducted through sense of purpose, study engagement, and students’ background characteristics in terms of gender and ethnicity. Both purpose and study engagement are central dimensions of student wellbeing and predictors of study success. The results show that (1) sense of purpose and study engagement differ across the four types of mindset, (2) students in the low-impact mindset show the least optimal pattern of study engagement and sense of purpose, (3) sense of purpose and study engagement are positively related and this relationship is consistent across mindsets, and (4) overall differences in purpose and study engagement between gender and ethnic subgroups stem from one specific type of motivational mindset. The results provide support for the validity of the MMM and the usefulness of the MCT. The implications of the findings are discussed as well as promising avenues for future research.
... Curiosity has been conceptualised as an integral component of the learning process and generates motivation and well-being with higher levels of engagement in learners to help achieve full potential in a learning environment (Garrosa, 2017;Stumm et al., 2011). In the recent era, the ubiquitous existence of technology has shifted the focus from traditional classrooms to integrated digital learning environments including game-based mechanics with a capacity to elicit curiosity and motivation (Alsawaier, 2018;Fahimnia et al., 2019). ...
... The feeling of deprivation caused by missing information can be reduced by filling the knowledge gap with the presence of appropriate feedback (Arnone, 1995). Engagement can be represented as a positive motivational state characterised by effort, passion, and dedication to learn new things (Garrosa, 2017). ...
Conference Paper
Curiosity is a significant educational component behind human learning and is vital for a learner to sustain motivation and engagement in both face-to-face and online learning environments. Positive feedback has the potential to support learning by enhancing competence, confidence, and curiosity. Informative feedback at the right time is the sought-after goal in traditional classrooms and is equally important for the learning design within a digital educational environment. Individual differences such as personality, gender, learning style, and curiosity trait can play a crucial role in how feedback is received and acquired knowledge is demonstrated in a different context by a learner. This paper proposes to exploit the benefits of positive feedback in a statistics game by establishing a connection between feedback and curiosity through the lens of the selfdetermination theory of motivation. It presents a work-in-progress psychological theory-based conceptual framework to foster curiosity by means of game-based learning and gamification approaches.
... Ahora bien, estudiar una carrera universitaria antes de la pandemia resultaba ser muy exigente para los estudiantes y generaba altos niveles de estrés académico debido a las demandas académicas, personales y sociales propias de la antigua normalidad (Estrada et al., 2021a). Así pues, los estudiantes solían participar en distintas actividades académicas propias del mencionado periodo formativo (Garrosa et al., 2017), sin embargo, situaciones específicas como la sobrecarga académica, el limitado tiempo para desarrollar los trabajos, los exámenes, las exposiciones y la excesiva cantidad de horas destinadas a las clases limitaban el tiempo de estudio y la realización adecuada de las responsabilidades académicas (Alfonso et al., 2015). ...
Article
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The COVID 19 pandemic has caused the teaching-learning modality to go from being face-to-face to being virtual, which has forced students to adapt to this new scenario, however, despite the fact that this modality has favorable aspects, it also it has had implications in the socio-emotional aspect. Therefore, the present research aimed to describe the emotional exhaustion in Peruvian students from a private university during the COVID-19 pandemic. The approach was quantitative, the design was non-experimental, and the type was descriptive, transectional. The sample consisted of 265 students, to whom the Emotional Tiredness Scale was applied, an instrument with required levels of validity and reliability. The results found indicate that the students presented high levels of emotional exhaustion (39.4%) and it was determined that some sociodemographic variables such as sex and age were significantly associated with this condition (p<0.05). It was concluded that it is necessary for the University's Psychology area to detect students with high levels of emotional exhaustion in a timely manner so that they receive treatment and can improve their academic performance and quality of life. On the other hand, students should be encouraged to develop coping strategies for stressful situations, typical of academic life and the context of pandemic.