No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Relationship Between Intrinsic Motivation and Undergraduate Students Depression and Stress: The Moderating Effect of Interpersonal Conflict
Abstract
This study examined the effect of intrinsic academic motivation and interpersonal conflict on the perceived depression and stress. Participants were 537 Chinese undergraduate students (191 males and 346 females; M age = 20.4 years, SD age = 1.3). They completed four scales measuring intrinsic academic motivation, interpersonal conflict, stress, and depression. Linear regressions were conducted with intrinsic academic motivation, interpersonal conflict, and their interaction as independent variables to predict depression and stress. Results showed that intrinsic academic motivation was negatively, while interpersonal conflict was positively, associated with depression and stress. Moreover, the interaction was significant: negative association of “intrinsic academic motivation and depression” and that of “intrinsic academic motivation and stress” was weaker among participants who reported higher (vs. lower) levels of interpersonal conflict.
... It has been widely acknowledged that motivational orientation is closely related to students' level of stress and satisfaction in learning (Bailey and Phillips 2016;Baker 2004;Deci and Ryan 2008;Huang, Lv, and Wu 2016;Ryan and Connell 1989). Understanding the motivational orientation of graduate students is particularly important because graduate students are different from other students in several aspects. ...
... Previous studies have shown that a student's motivational orientation is associated with positive outcomes, including academic achievement (Amrai et al. 2011;Bailey and Phillips 2016;Lin, McKeachie, and Kim 2003;Vansteenkiste, Lens, and Deci 2006), persistence at school (Vallerand and Bissonnette 1992), higher levels of performance (Bailey and Phillips 2016;Deci et al. 1991;Petersen, Louw, and Dumont 2009), higher life satisfaction and meaning (Bailey and Phillips 2016), higher self-efficacy (Rothes, Lemos, and Gonçalves 2017), increased levels of mental health (Ryan and Deci 2000;Zuroff et al. 2012), and higher level of psychological well-being (Bailey and Phillips 2016;Deci and Ryan 2008;Reis, Collins, and Berscheid 2000). Several studies have found that intrinsically motivated students tend to show increased academic achievement (Froiland and Worrell 2016;Vansteenkiste, Lens, and Deci 2006), lower levels of stress (Baker 2004;Huang, Lv, and Wu 2016), and higher levels of satisfaction compared to extrinsically motivated students (Deci and Ryan 2008). However, other works produced nuanced findings on motivational orientation and its association with satisfaction. ...
... This hypothesis is derived from previous studies on academic motivation and its outcomes that higher levels of motivation (intrinsic and extrinsic motivation) lead to higher levels of satisfaction, while amotivation is linked to low levels of satisfaction (Baker 2004;Deci and Ryan 1985;Nowell 2017). Our second question sought to understand how different types of academic motivation relate to stress, and we posited that a negative relationship exists between motivational orientation and stress (H3) based on previous research that higher levels of motivation is associated with low levels of stress (Baker 2004;Huang, Lv, and Wu 2016). However, we predicted amotivation and stress would be positively associated (H4) based on previous research that students with no or little motivation in learning will have higher levels of stress in life (Baker 2004;. ...
Motivation, stress, and satisfaction are all key elements in academic success. Academic motivation is linked with positive outcomes, such as low levels of stress, high satisfaction, and mental well-being. Although it is well documented that motivational orientation, stress, and satisfaction are closely related together, very little attention has been paid to how they are related. The purpose of the present study was to examine the theoretical relationships between academic motivation, stress, and satisfaction among graduate students. Structural equation modelling was used to test our conceptual model. Using data collected from 545 graduate students, findings indicate that amotivation has a direct and positive relationship with stress and negative relationship with school satisfaction, suggesting that students who are not motivated will display higher levels of stress and low levels of school satisfaction. Stress worked as a mediator between amotivation and two domains of satisfaction: school and general satisfaction. No significant relationship was found between intrinsic/extrinsic motivation and stress or satisfaction. A final structural equation model was developed, yielding acceptable goodness-of-fit statistics.
... From the analysis of the literature it was observed in Bondan and Bardagi (2008) and Silva' studies et al. (2018) lack of motivation as a factor that increases stress, however these studies did not consider or measure the different types of motivation. Huang, Lv and Wu (2016) analyzed the intrinsic motivation with stress exclusively and found an inverse relationship between the two variables. Other authors (Bailey & Phillips, 2015;Baker, 2004), despite considering different motivational groups and stress, analyzed along with other variables, such as well-being and adaptation, only in students of psychology courses and who were in specific periods. ...
... In the academic environment, the stress occurrence has been frequent, being associated with several characteristics of this environment (Bukhsh et al., 2011;Hamaideh, 2011;Silva et al., 2018) and university students have been perceived as susceptible to the development of psychological problems (Wynaden et al., 2013). Then, some studies related to the subject stand out (Baker, 2004;Bondan & Bardagi, 2008;Calais et al., 2007;Huang et al., 2016;Lameu et al., 2016;Ribeiro et al., 2018;Sancovschi, Fernandes &Santos, 2009 andSilva et al., 2018), these being carried out in several areas of knowledge. ...
... Addressing the two main variables of the present study, we identified the study by Huang et al. (2016), who investigated the effect of intrinsic academic motivation and interpersonal conflicts on depression and stress. These authors analyzed 537 university students from China and, through regression analysis, identified a negative relationship between intrinsic motivation and depression and stress, which was lower when there was a higher level of conflict. ...
Objective: to investigate the relationship between academic motivation and perceived stress in undergraduate Accounting students.Method: a questionnaire was applied to students of the Accounting Sciences course at a Brazilian public institution, a sample of 404 respondents was obtained. The questionnaire included the Academic Motivation Scale, which was analyzed from the factor analysis, making it possible to identify the motivational factors and the Perceived Stress Scale, which made it possible to identify a stress score that was separated in four levels. To test the investigated relationship, a linear regression model was used, which considered the motivational factors and stress scores.Originality/Relevance: the study relates stress and motivation, two variables that have already been identified as factors that can affect the academic trajectory, but had been investigated in Accounting courses in isolation.Results: there was a straight relationship among stress and demotivation and two groups of extrinsic motivation (introjected motivation and identified motivation) and in contrast, an inverse relationship with intrinsic motivation was identified. In addition to it, a higher level of stress was identified in female students.Theoretical/Methodological contributions: the study brings contributions by showing that motivation, depending on its kind, can positively or negatively affect Accounting students’ stress level. Thus, when considering the characteristics of each motivational group, it is understood that the research findings corroborate the Theory of Self-determination and previous studies, and emphasize the importance of monitoring students during graduation.
... Six items related to clinical training were omitted because they were not relevant to preclinical students. The 32 items were clustered into 5 domains of potential stressors: "social stressors" (items 1-10), "faculty and administration" (items 11-16), "workload" (items [17][18][19][20][21][22], "self-efficacy beliefs" (items 23-27), and "performance pressure" (items [28][29][30][31][32]. Respondents were asked to rate each item based on their experience using a 4-point Likert scale: 1 = not stressful, 2 = slightly stressful, 3 = moderately stressful, and 4 = very stressful. ...
... Attending dental school is considered stressful for students, and this issue has gained increasing attention in the field of education [5][6][7]. A high prevalence of stress has been observed among dental students in both Western countries [18,19,32] and Asian countries [15,17]. Unfortunately, no such study has been performed in China to date. ...
... More specifically, examinations, a fear of not having the opportunity to enroll in postgraduate dental education program, competition for grades, and uncertainty about their dental careers were the most stress-provoking factors for Chinese dental students. This finding is not surprising, because preclinical students have been reported to have high levels of stress related to "self-efficacy beliefs", "workload", and "clinical training" [8,41], while intrinsic academic motivation has been observed to be negatively associated with depression and stress [32]. Finally, social stressors were found to be the least stressful, which is in agreement with previous studies [9][10][11]. ...
Background:
The aim of this study was to investigate the amount and sources of stress in dental undergraduate students in Fujian, China, and the factors associated with stress.
Methods:
This cross-sectional study was conducted during the second semester of the 2017-2018 academic year at the School of Stomatology, Fujian Medical University, China. A total of 396 students were surveyed with the Dental Environment Stress Questionnaire (DES) and the Perceived Stress Scale (PSS) using an online survey system. The participants' demographic information, including sex, age, year of study, and grade point average (GPA) was also collected. One-way analysis of variance (ANOVA) was performed to compare the stress scores. Pearson correlation and multiple linear regression analyses were conducted to explore the associated factors of stress and academic performance. All statistical analyses were performed at a significance level of 5%.
Results:
A total of 347 undergraduate students participated in the present study, for a response rate of 87.6%. There were no significant differences in the DES and PSS total scores among students of different grades and sexes. Significant differences were found in the DES "workload" and "self-efficacy beliefs" scores among students from different study years (all P < 0.05). The Multiple linear regression showed that DES and PSS scores were negatively correlated with GPA, while sex was positively correlated with GPA (all P < 0.05). Female students had significantly higher GPAs than male students.
Conclusions:
Dental undergraduates in Fujian, China experienced moderate levels of stress. While the amount of stress did not differ by year of study, the sources of stress did differ. Stress scores and sex were negatively correlated with academic performance.
... The notion that attending dental school is stressful for students is growing in popularity among educators. Both Western and Asian dental students experience significant levels of stress [12][13][14][15][16]. ...
... Academic factors were the predominant stressors for students. Multiple examinations and daily assessments in the laboratory with the limitation of the training time to accomplish the clinical practice all contribute to the stress that students face, along with living away from home and tuition fee concerns [15]. ...
Dental education, one of the most demanding healthcare fields, is linked to higher physical and mental
illnesses in students. Stress, which arises when demands surpass an individual's ability to adapt, can lead to disruptions in cognition, mood, and behavior. Due to the intense academic pressure, dental students are susceptible to stress and other mental issues. Music therapy, an ancient practice, is now popular for stress
reduction. However, its effect on academic performance is debated.
This study aimed to evaluate the impact of music on stress levels and academic performance of dental
students.
The study included third-year dental students from the College of Dentistry, Komar University of Science and Technology, Sulaymaniyah, Iraq. The demographic data were collected using a self-administered questionnaire.
The study found that music intervention reduced the perceived stress levels of dental students in the
intervention group compared to the baseline but did not reach a significant level. The final stress levels were positively correlated with baseline stress levels but did not correlate with other parameters. No association between sociodemographic variables and the Perceived Stress Scale was found. The study also found no significant positive or negative effect of music on academic performance.
The study suggests that music may positively impact stress reduction for dental students during their
academic years in dental school. It highlighted the significance of stress-reduction programs in the academic curriculum in lowering dentistry students' stress and, as a result, potentially improving their learning abilities.
... The current study also showed that IRS was negatively correlated with health pressure, ill health avoidance, positive health, weight management, appearance, strength and endurance, and nimbleness. The findings were in line with a study conducted by Huang et al., which reported a negative association between intrinsic motivation and self-reported stress caused by interpersonal conflict (27). Students who are frequently involved in conflict-based interpersonal interactions may spend a lot of effort dealing with the issues, limiting the time and energy available to be spent on exercising (27). ...
... The findings were in line with a study conducted by Huang et al., which reported a negative association between intrinsic motivation and self-reported stress caused by interpersonal conflict (27). Students who are frequently involved in conflict-based interpersonal interactions may spend a lot of effort dealing with the issues, limiting the time and energy available to be spent on exercising (27). Besides, in the current study, SRS was negatively correlated with health pressure, ill-health avoidance, positive health, appearance, and strength and endurance. ...
Introduction: Physiotherapy students are vulnerable to stress due to the challenging scope of study and the dynamic learning environment. Studies found out that physiotherapy students have inadequate physical activity. Thus, sufficient motivation is vital in promoting active lifestyle. This study was conducted to evaluate stress severity and exercise motivation among physiotherapy students in Malaysia. This study also aimed to investigate the relationship between stress and exercise motivation. Methods: This cross-sectional study was conducted on 208 physiotherapy students in Malaysia. The Medical Student Stressor Questionnaire was used to evaluate stress severity while the Exercise Motivation Inventory-2 was used to evaluate exercise motivation. Results: Academic-related stressors (2.66±0.66) have the highest score among all the stressors, followed by teaching and learning related stressors (2.47±0.76) and group activities related stressors (2.08±1.01). Top three exercise motivation with highest means were positive health (4.34±0.87), ill-health avoidance (4.19±0.95) and strength and endurance (4.08±1.00). Academic related stressors were not significantly correlated with any of the 14 domains of exercise motivations. Teaching and learning related stressors were significantly positively correlated with affiliation (rs=0.198, p<0.05) and competition (rs=0.209, p<0.05). There was a significant positive correlation between group activities related stressors and competition (rs=0.166, p<0.05). However, group activities related stressors were significantly negatively correlated with health pressures (rs=-0.290, p<0.05), ill health avoidance (rs=-0.206, p<0.05), positive health (rs=-0.171, p<0.05), weight management (rs=-0.198, p<0.05) and strength and endurance (rs=-0.138, p<0.05). Conclusion: This study showed that moderate to high severity of stress exists among physiotherapy students in Malaysia, with academic stress as the top stressor. Positive health is the strongest motivation to exercise, followed by ill health avoidance and strength and endurance. This study can be utilized in planning a comprehensive approach to cope with stress and to enhance the exercise motivation among physiotherapy students in Malaysia.
... The brain's dopamine system supports a range of appetitive and aversive motivational processes, including behavioral activation, exertion of effort, and sustained task engagement (Diederen & Fletcher, 2020;Salamone, Yohn, López-Cruz, San Miguel, & Correa, 2016). The mesolimbic pathway, projecting from the ventral tegmental area (VTA) to limbic regions, including the Nac, amygdala, and hippocampus, facilitates reinforcement and associative learning by acting as a 'Go' signal for foraging or exploration (Huang, Lv, & Wu, 2016). Although it has long been known that dopamine transmission subserves motivational processes, some evidence suggests that it is particularly important for intrinsic motivation. ...
... Academic IM was negatively associated with depression and stress. Huang et al. (2016) N = 95 MDD Autonomous and Controlled Motivations for Treatment Questionnaire. ...
Motivational processes underlie behaviors that enrich the human experience, and impairments in motivation are commonly observed in psychiatric illness. While motivated behavior is often examined with respect to extrinsic reinforcers, not all actions are driven by reactions to external stimuli; some are driven by ‘intrinsic’ motivation. Intrinsically motivated behaviors are computationally similar to extrinsically motivated behaviors, in that they strive to maximize reward value and minimize punishment. However, our understanding of the neurocognitive mechanisms that underlie intrinsically motivated behavior remains limited. Dysfunction in intrinsic motivation represents an important trans-diagnostic facet of psychiatric symptomology, but due to a lack of clear consensus, the contribution of intrinsic motivation to psychopathology remains poorly understood. This review aims to provide an overview of the conceptualization, measurement, and neurobiology of intrinsic motivation, providing a framework for understanding its potential contributions to psychopathology and its treatment. Distinctions between intrinsic and extrinsic motivation are discussed, including divergence in the types of associated rewards or outcomes that drive behavioral action and choice. A useful framework for understanding intrinsic motivation, and thus separating it from extrinsic motivation, is developed and suggestions for optimization of paradigms to measure intrinsic motivation are proposed.
... Evidence showed that excessive or unmanageable conflict is associated with depression among adolescents and adults (Forehand et al., 1988). A study conducted in China found a positive relationship between interpersonal conflict with depression and stress among undergraduate students (Huang, Lv, & Wu, 2016). This finding is similar to He et al. (2019), proving that conflict between adolescents with parents, teachers and peers is associated with high levels of depression symptom among adolescents. ...
... The results showed that there was a weak and very significant positive relationship between interpersonal conflict and depression symptom among UKM students. This result is consistent with a previous study in China, which reported that there was a positive relationship between interpersonal conflict and depression among undergraduate students (Huang, Lv & Wu, 2016). The explanation for this finding is that most university students usually live in university residential colleges with other students who may not know each other. ...
... Counselors at school cannot function with the role they are supposed to do when they also have to get involved in activities outside their job scope. The work by Yunhui, Wei and Jiang (2016) finds that interpersonal conflict has a positive correlation with depression and stress. Stress can cause burnout. ...
... This study is a quasi-experimental design that seeks to measure the effect of the Rational Emotive Behavior Therapy module in Conflict Management among Guidance and counseling teachers. The study of Harnois (2014), Yunhui, Wei and Jiang (2016), (Baggerly & Osborn, 2006) relates stress with conflict and burnout. Therefore, this module focus on helping guidance and counseling teachers to manage their stress that comes from the conflict that they experience. ...
... They might also enhance employee perception of boredom and reduce creativity, which leads to higher turnover and absenteeism [18]. Reduced productivity and satisfaction are also related to dissonance in the workplace [19,20]. Teams with lower conflict tend to exhibit higher cohesion and teamwork with a greater willingness to learn within the team, and they are more likely to demonstrate higher team performance [21]. ...
With the widespread use of smartphones, many people spend much time on smartphones for shopping, learning, socializing, and so on, which can affect an individual’s mental health and work performance. Especially, individual perceived conflict at work may increase their social anxiety and thus raise the risk of their smartphone addiction. This study collected data from 577 corporate employees in China through convenience sampling to explain the influence mechanism of work conflict on smartphone addiction and to verify the moderating role of rumination. Statistical results show that relationship conflicts, task conflicts, and process conflicts positively affect smartphone addiction by enhancing social anxiety. Moreover, rumination positively moderates the relationship between work conflict and smartphone addiction. People with high rumination are more likely to escape reality due to conflict at work, which further enhances their smartphone addiction behaviors. Our study suggests that a relatively harmonious working atmosphere should be established within organizations, especially for employees with rumination. Work conflict is a predisposing factor for social anxiety and smartphone addiction in individuals with high rumination.
... As an example, reviews of other consumers can act as an external motivation to consumers whilst credibility of the source acts as an intrinsic motivator. As per previous literature, further classifications of extrinsic motivation have been identified such as integrated, identified, introjected and external regulations (Deci & Ryan 1985) and Huang et al. (2016) emphasize that extrinsic motivation tends to lessen people's intrinsic motivation to engage in eco-friendly practices. Additionally, from the findings of Davis et al. (1992), it is evident that consumer internal and external motivation helps to lead consumers towards purchase intention. ...
Sustainable consumption has been a popular topic in tourism research and ecotourism has been identified as a form of sustainable consumption. Yet, recent literature emphasizes that there is an ambiguity on ecotourism consumption as actual pro-environmental behaviors deviate from the intentions. Further, it is identified that ecotourism offerings are higher in price and discourage ecotourism consumption. Hence, this study offers a conceptual look at further examining ecotourism consumer behaviors focusing on motivation, ecotourism intention, and the actual behavior. Among the consumer behavioral theories, self-determination theory was identified as a prominent theory to discuss motivation on ecotourism consumption intention. However, it fails to discuss the actual behavior. To address this theoretical gap, the proposed framework further explains self-determination theory; intrinsic and extrinsic motivation on ecotourism intention and thereby willingness to pay premium. The current study contributes to the existing literature on ecotourism consumption by incorporating ecotourism intention as a mediating variable on the relationship between intrinsic, extrinsic motivation and willingness to pay premium. Further, significant practical implications are provided for ecotourism providers, marketers, policymakers, and other decision-makers for planning and developing ecotourism offerings to encourage and ensure sustainable tourism consumption.
... Some studies had shown that reducing negative emotions can improve learning motivation (43), academic stress can predict motivation (20). At the same time, a study on Chinese foreign students (44) showed that students with higher self-compassionate mindfulness levels and positive emotions have higher motivation for self-improvement. ...
Background
With the university students' increasing academic stress, how to transform the academic stress into the learning motivation has gained more and more attention. The relationships between academic stress, learning motivation, academic environment satisfaction, and learning adaptability were examined in a group of undergraduate students in Jiangsu Province, China.
Methods
The survey was completed by 1666 students, with 1607 students whose questionnaire was complete and valid.
Results
College students' learning motivation was positively correlated with their academic stress (r = 0.218, P < 0.01), academic environment satisfaction (r = 0.028, P < 0.01), and learning adaptability (r = 0.108, P < 0.01).
Conclusions
Academic environment satisfaction mediated the relationship between academic stress and learning motivation. Learning adaptability moderated the first half of the path of "academic stress → academic environment satisfaction → learning motivation". In particular, academic stress was a stronger predictor of academic environment satisfaction in the low level of learning adaptability. Thus, in order to enhance learning motivation, we can achieve students' satisfaction by changing the academic environment. In addition, adjusting learning adaptability is also an important way to improve learning motivation through academic environment satisfaction.
... The environment of trust, cohesiveness and quality relationships cultivated by empowering leadership fosters workplace well-being (Gao et al., 2011). Additionally, empowering leadership encourages participative decisionmaking (Harter, 2020), negatively influencing job anxiety, depression and distress at work (Adriaenssens et al., 2017;Huang et al., 2016;Moebius, 2020) will nurture workplace well-being. On these grounds, we propose, H 1 : Empowering leadership positively influences employee well-being in terms of life, workplace and psychological well-being. ...
Abstract
The immediate establishment of a new normal in response to the present global crisis made leaders relook into the well-being of their employees through a new lens. Hence, promoting empowering leadership in any organisation to attain employee well-being became the key to surviving the detrimental impact of endangered organisational productivity. In line with two promising theories (social exchange and social learning), we proposed to join empowering leadership and employee well-being through activity-enhancing, opportunity-enhancing, motivation-enhancing, work-life balance-enhancing and voice-enhancing related HRM practices. A 2-phase exploratory sequential mixed-method process was designed to identify and analyse the role of HRM practices on promoting well-being during the onset of new normal. Results of the multi-mediation model conducted on 328 executives of private banks in eastern India - demonstrated participative decision-making as a rewarding impact of autonomy and freedom. It highlighted achieving employee well-being as a flow experience. Our findings propose the techno-functionality of empowering leadership in redefining the holistic concept of well-being for socio-tropic continents like India, which may help establish actual well-being as a panacea to evolving work lives.
Keywords: Employee well-being; Leadership; Employee voice; Job satisfaction; Work-life balance
... It can have a negative impact on academic performance (Steinmayr et al. 2019;Huang 2011). Furthermore, lack of motivation is related to career indecision (Ferguson 2007), and it can even be a risk factor for stress and depression (Huang et al. 2016). ...
In recent years, cyberspace has emerged as a prominent realm for young people, perceived by them as at least as important as real life. Cyberspace has become a field for the satisfaction of many psychological needs and has brought to life novel factors that influence development among children and youth. As a consequence, the educational sphere has been dramatically affected by the changes in the psychological functions, behaviors, and habits of students, who are becoming increasingly different from what educators were trained for only a few decades ago. Causal connections are yet to be examined experimentally, and longitudinal research takes more time. In the meantime, based on theoretical assumptions in psychology and educational sciences, some of the changes that affect the motivation and behavior of students in the classroom can be assumed. With this being said, the following article, using the perspective of self-determination theory, is aimed at understanding changes in students’ motivation, engagement, and behavior caused by cyber-psychological factors. How are the attention and habits of new generations different? How does this affect their involvement and motivation to learn in the classroom? How do students’ emotional experiences that potentially permeate classrooms reflect their increased immersion in the digital world? What are the most important lessons from cyberpsychology that educational professionals need to be aware of to maximize the benefits of their teaching to students? This article attempts to provide some answers and recommendations regarding these vital issues.
... Some studies had shown that reducing negative emotions can improve learning motivation (Huang et al., 2016), academic stress can predict motivation (Karaman & Watson, 2017). At the same time, a study on Chinese foreign students (Chen et al., 2022) showed that students with higher self-compassionate mindfulness levels and positive emotions have higher motivation for self-improvement. ...
The relationships between academic stress, learning motivation, academic environment satisfaction, and learning adaptability were examined in a group of undergraduate students in Jiangsu Province, China. The survey was completed by 1666 students, with 1607 students whose questionnaire was complete and valid. College students' learning motivation was positively correlated with their academic stress (r = 0.218, P < 0.01), academic environment satisfaction (r = 0.028, P < 0.01), and learning adaptability (r = 0.108, P < 0.01). Academic environment satisfaction mediated the relationship between academic stress and learning motivation. Learning adaptability moderated the first half of the path of "academic stress → academic environment satisfaction → learning motivation". In particular, academic stress was a stronger predictor of academic environment satisfaction in the low level of learning adaptability. Thus, in order to enhance learning motivation, we can achieve students' satisfaction by changing the academic environment. In addition, adjusting learning adaptability is also an important way to improve learning motivation through academic environment satisfaction.
... Adapun dalam konteks pembelajaran pada tingkat perguruan tinggi, motivasi intrinsik berkontribusi penting dalam menghantarkan mahasiswa menemukan kegiatan akademik yang berharga dan bermakna, sehingga mereka akan secara aktif mencari manfaat dibalik pembelajaran, penilaian, dan tugas yang diberikan kepada mereka (Goldman et al., 2017). Selain itu menurut Huang et al. (2016) mahasiswa yang memiliki motivasi intrinsik cenderung akan mengalami tingkat stres yang lebih rendah, sehingga para mahasiswa ini akan lebih menikmati kehidupan kampusnya dan memiliki lebih sedikit perasaan negatif. Hal ini akan bermuara pada tercapainya raihan hasil pembelajaran yang optimal. ...
Student motivation and self-regulation are critical for optimizing online learning outcomes. This study aims to determine the effect of intrinsic motivation, extrinsic motivation, and self-regulation on students' online learning outcomes. This research design is comparative causal research using a quantitative approach. The population in this study was 3,414 students with a sample of 358 students. Data collection techniques and instruments used questionnaires. The validity of the instrument was proved by exploratory factor analysis, while the reliability estimated by using the Alpha formula. Multiple regression analysis was performed to test the research hypothesis. The results showed a positive and significant effect of intrinsic motivation, extrinsic motivation, and self-regulation on students' online learning outcomes. To get the most out of online learning, every student must improve their learning motivation and self-regulation skills.
... Also, some authors adapted these measures from the organizational literature for other contexts, such as Spector and Jex (1998)'s scale adapted for a University context by Huang, Lv and Wu (2016). Other contributions investigated more generally, decontextualized and adaptable measures of interpersonal conflicts. ...
Interpersonal conflicts constitute an essential component of everyday life. The present research aimed to create a measure of the general individual orientation towards conflict, of the individual tendency to seek conflict. We conducted three correlational studies (Ntotal = 652) in order to validate the CONS (CONflict Seeking), to study the associations between this new measure and other antisocial and conflictual positions, and to study associations with potential individual motivations and perception of one’s tendencies to get into conflicts. In addition to good internal consistency, the scale displayed adequate concurrent validity (e.g., coherent correlations with personality traits). Conflict seeking was found to positively correlate with need for chaos, anomia, and conspiracy mentality, and the tendency to actually experience conflict in everyday life. In addition, CONS scores correlated positively with need for uniqueness and dominance motivation. Thus, conflict seeking would be linked to status seeking, potentially referring to a way to promote one's identity as a rebel without a cause.
... Thus, understanding and explaining the occurrence of depression needs to explore the role of interpersonal relationship factors in it [26]. There is a positive correlation between interpersonal con ict and depression severity [27]. Social dysfunction is sometimes the rst sign of MDD and may lead to progressive social dysfunction [28]. ...
Purpose: The aim of this study was to investigate the association between interpersonal relationships and the risk of MDD in freshmen.
Methods: 6,947 participants without baseline MDD (lifetime) completed the 1-year follow-up survey in 2019. Demographic information, interpersonal relationship scores measured by the Chinese version of Interpersonal Relationship Comprehensive Scale, depression severity at baseline screened with Patient Health Questionnaire-9, lifetime severe traumatic events and MDD at baseline and follow-up survey screened via the Composite International Diagnostic Interview 3.0 were collected. Logistic regression was performed to quantify the associations between interpersonal relationships and the new-onset of MDD.
Results: The baseline total relationship score (9 to 14, mild relationship distress) and the dimension score of dealing with people were positively associated with MDD incidence, respectively (OR total score=1.68, 95%CI: 1.16-2.43; OR dealing with people=1.39, 95%CI: 1.10-1.75). Interpersonal relationship score was not associated with MDD in participants without baseline depressive symptoms. However, it was positively associated with MDD (OR=2.10, 95%CI: 1.40-3.15) among participants with baseline depressive symptoms. There was a statistically significant interactions between dealing with people and baseline PHQ-9 score for the risk of MDD.
Conclusions: Interpersonal relationship perplex can increase the risk of MDD in college students. College students suffering from depressive symptoms without MDD yet who have interpersonal disorder deserve more attention in terms of prevention against MDD.
... Interpersonal conflict between employees is a positive predictor of stress and negative attitudes towards work [28]. Higher levels of interpersonal conflict at work lead to lower intrinsic motivation [29] and increased frustration, anger, anxiety, depressive symptoms, and burnout in employees [30]. The previous studies proved the positive relationship between interpersonal conflicts and turnover intention [31,32]. ...
Abstract: The first aim of this study was to determine whether organisational constraints, interpersonal conflicts at work, workload and negative affect at work have a positive relationship with intention to leave a current job or profession. The second aim was to investigate whether negative affect at work mediates the relationship between work stressors and intention to leave a current job or profession. The study was a quantitative cross-sectional design in nature. Data were collected between March and April 2022. The sample consisted of 306 midwives working in the Polish public health service. The theoretical model was tested using structural equation modelling. The results confirmed positive direct relationships between workload and negative affect with intention to leave the current workplace and intention to leave the midwifery profession in general. The relationships between organisational constraints and interpersonal conflicts at work and intention to leave a job or profession were found to be completely mediated by negative affect at work. Our study revealed that workload is the strongest direct predictor of intention to leave the current job or profession. Organisational constraints and interpersonal conflicts at work lead to an intention to leave a job or profession by inducing negative affect at work. Interpersonal conflicts at work are the strongest predictor of negative affect at work.
Keywords: work-related stress; turnover intention; affect at work; stressor-emotion theory; midwives
... Subsequently, it helps to enhance students' engagement (Pavlou, 2006), learning autonomy, and academic performance (Rana, Mahmood & Reid, 2015) in teaching and learning processes. More importantly, intrinsic academic motivation also has a positive significance on the reduction of stress and depression of undergraduate students, which could bring about a positive classroom atmosphere free from interpersonal conflicts (Huang, Lv & Wu, 2016). ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
... Motivation is cited as a factor that plays a critical role in higher education and considered an internal force that leads to better students' academic performance and success [41]. Numerous studies demonstrated that motivation is associated with various outcomes among university students such as performance and productivity, coping mechanism, enjoyment, adaptation to university, and mental health [41], [42], [43], [44], [45]. Recently, Al-Tammemi and Akour found that low online learning motivation acted as a predictor of psychological distress [11]. ...
BACKGROUND: The global coronavirus disease-2019 pandemic has forced nursing schools in Indonesia to implement online learning. The association between online learning variables and psychological distress among nursing students is not fully understood.
AIM: This study aimed to assess psychological distress among nursing students and the association between online learning variables and psychological distress.
MATERIALS AND METHODS: A cross-sectional study was conducted from November 2020 to February 2021. Six hundred and thirty-five nursing students from four universities in Indonesia participated in this study and were recruited through a consecutive sampling method. The measurement of psychological distress used the 10-item Kessler Psychological Distress Scale. Ordinal logistic regression was used to analyze the association between online learning predictors and psychological distress.
RESULTS: Most of the respondents had severe psychological distress (n = 194; 30.6%). Older age was found to act as a protective factor against psychological distress (adjusted odds ratio [aOR] = –0.159, p = 0.035; 95% confidence interval [CI]: (–0.307)–(–0.011)). Contrarily, not living at their own home during lockdown (aOR = 1.019, p = 0.001; 95% CI: 0.657–1.382), always feeling that online learning is expensive (aOR = 1.387, p = 0.001; 95% CI: 0.645–2.130), always experienced poor Internet connection during online learning (aOR = 3.380, p = 0.001; 95% CI: 1.935–4.826), and having no motivation toward online learning (aOR = 3.154, p = 0.001; 95% CI: 2.372–3.936) acted as risk factors for having psychological distress.
CONCLUSION: Cost and Internet access barriers as well as low motivation during the abrupt shift to implementation of online learning in the current pandemic situation acted as risk factors for psychological distress among nursing students.
... Therefore, the level of academic stress experienced is still in the moderate category. The results of the study stated that the internal conflicts experienced by students will affect academic stress (Huang & wu, 2016). ...
The purpose of this study was to determine the level of academic stress experienced by Physical Education students in the odd semester 2021/2022. This type of research was a quantitative approach using a descriptive method through a survey approach. The research sample consisted of 199 students whose samples were taken using random sampling. In this study, the instrument used was an academic stress scale questionnaire which the author compiled to be used as a measuring tool. This academic stress measurement tool uses a Likert scale. The validity of the instrument used was 0.85 while the reliability was 0.86. The description of academic stress will thoroughly explain the aspects of academic stress in the form of percentages and categories. The results of data analysis showed that the level of academic stress experienced by physical education students in attending the odd semester was in the moderate category, and there was no significant difference between the stress experienced by female and male students.
... The opportunity to remain anonymous in online courses also positively impacted student depression, which aligns with previous research showing that individuals with depression value maintaining anonymity (Levine et al., 2003), especially if they are concerned about repercussions resulting from an unintentional reveal of their depression (Cooper et al., 2020b). Conversely, the lack of needing to show up to class in person and the lack of concrete due dates emerged as aspects of online learning that students with depression struggled with, likely owing to difficulty that individuals with depression can experience with motivation and goal setting (Street, 2002;Huang et al., 2016). ...
Depression is one of the top mental health concerns among undergraduates and disproportionately affects students who are underrepresented in science. As such, understanding how emerging science learning environments, such as online science courses, affect students with depression is integral to creating a more inclusive scientific community. In this exploratory study, we interviewed 24 undergraduates with depression who were pursuing an online BS degree in biological sciences at a research-intensive institution. We assessed how students perceived depression affected their learning, and in turn, how online science courses affected their depression. Using a hybrid approach of deductive and inductive coding, we found that students reported depression negatively affected an array of cognitive domains when learning science online, including students' effort, focus, and time management. Students reported that the fast pace of online courses, the lack of needing to show up to a class in person, and difficulty developing relationships with other students commonly exacerbated their depression. Conversely, the flexibility of completing course work when and where students wanted, developing a relationship with the instructor, and the ease of having questions answered online positively affected students' depression. This study provides insight into ways to create inclusive online learning environments for students with depression.
... In this context, the role of motivational components in the psychological adjustment of students has also been highlighted (e.g., anxiety, depression symptoms, and suicidal risk; Klibert et al., 2011;Tao et al., 2000;Wang, 2012). For example, a study of 537 undergraduate students in North China reported that intrinsic goal orientation was negatively related to depression symptoms and anxiety (Huang et al., 2016) and provided life satisfaction (Garriott et al., 2015). ...
In the changing and demanding university context, various situations are experienced wherein abilities to maintain motivation and activate problem solving could be relevant in students’ adjustment. Beyond the widely analyzed role of academic motivation, this study focused on the added value of social problem-solving ability in student adjustment in the academic context. Analyses based on the responses obtained from 253 students (197 women and 56 men) indicated the significant role of social problem-solving ability in student adjustment, with a small additional amount (f² = .09) 9% of variance in life satisfaction and medium additional amount (f² = .17) 15% of variance in depressive symptoms, beyond academic motivation. In particular, negative problem orientation was an important predictor of depressive symptoms (β = .41, p < .001) and life satisfaction (β = − .26, p < .001); however, positive problem orientation was only an important predictor of life satisfaction (β = .21, p < .01). This study also showed the predictive role of the value, expectancy, and affection components of motivation in student adjustment. Overall, the findings highlight the relevance of training in problem-solving orientation and motivational components to improve college students’ general well-being.
... Motivasyon kavramı ortaya çıktıktan sonra birbirinden farklı alanlardaki etkisi araştırılmış ve bireyin sahip olduğu motivasyon düzeyinin başarılı olması yönünde etkili olduğu sonucuna ulaşılmıştır. Bu doğrultuda bireyin motivasyonunu artırıcı etkenler de önemli hale gelmiştir (Huang, Lv, & Wu, 2016). ...
Bu araştırmanın amacı, ortaokul öğrencilerinin akademik motivasyonları ile matematiksel üstbiliş farkındalıkları arasındaki ilişkiyi incelemektir. Bu çalışmada, nicel araştırma yöntemlerinden betimsel tarama modeli tercih edilmiştir. Araştırmanın örneklemini, 2019-2020 öğretim yılı ikinci döneminde basit seçkisiz örnekleme yöntemiyle seçilen ve Sivas ilindeki 6 devlet ortaokulunda öğrenim gören toplam 1318 öğrenci oluşturmuştur. Vallerand, Blais, Brière, ve Pelletier’in (1989) geliştirdiği Türkçeye uyarlamasını ise Yurt ve Bozer’in (2015) yaptığı “Akademik Motivasyon Ölçeği” ve Kaplan ve Duran’ın (2000) geliştirdiği “Matematiksel Üstbiliş Farkındalık Ölçeği” uygulanarak elde edilmiştir. Araştırma verilerinin analizinde bağımsız gruplar t testi, ANOVA, Tukey testi, Pearson korelasyon testi ve Basit Doğrusal Regresyon kullanılmıştır. Araştırmanın sonuçlarına göre; akademik motivasyon ile matematiksel üstbiliş farkındalık arasında orta düzeyde, pozitif yönlü ve anlamlı bir ilişki vardır. Öğrencilerin akademik motivasyonları matematiksel bilişüstü farkındalıklarının %20’lik bir kısmını açıklamaktadır.
... For example, measures of resilience from university wellness programmes ought to be one of several important initiatives targeting this core group as the complexities of Covid 19 and its effects is distinguishable from other pandemics or natural disasters. This has been suggested in literature recommending coping measures for students, since they are a vulnerable group who need exposure to support and coping measures (Horesh & Brown;Karp & Levine, 2018;Huang, Lv and Wu, 2016).As such, Xiao (2020) recommended including pandemic preparedness education within the curriculum as a critical coping mechanism. ...
The World Health Organization (Who) In March 2020 Declared Covid 19 A Pandemic, Due To The Global And Rapid Spread Of A Novel Coronavirus (Who, 2020). The Covid 19 Pandemic Being Highly Infectious And Unpredictable, Has Disrupted Social, Economic, Environmental And Political Spheres Of Life. Globally, People Have Ventured Into A “Lockdown World”, Increasing Uncertainty About Their Future Amidst The Covid 19 Pandemic. As A Result Of The Pandemic, Social Alteration Has Taken The Form Of Social Distancing, Self-Isolation And Self-Quarantine. Many Were Unprepared For The Shift From The “Normal”, Propelling Undue Stress Under The New Normal Way Of Doing Things During The Current Global Pandemic Crisis. This Has Been Accompanied By Social, Emotional And Mental Effects, As The Ongoing And Fluid Nature Of The Pandemic Has Created Uncertainty For Many People. The Covid 19 Pandemic, As A Multidimensional Stressor Affecting Wellbeing, Has Affected Individuals, Families, Educational, Occupational, And Broader Societal Systems.
... Contrarily intrinsically motivated behaviors were related to low levels of perceived stress. Huang, Lv, & Wu (2016) also proved that intrinsic academic motivation was negatively associated with depression and stress. From these previous studies, we hypothesized that the motivation styles with high levels of autonomy and integration would be related to favorable mental health and low academic stress. ...
... However, stress experienced by students during their courses might not promote their learning but even motivate them to forget what they have learned before (Ramirez et al., 2017). Generally, perceived stress has a negative correlation with students' academic motivation (Huang et al., 2016;Raufelder et al., 2018). However, some stressors have a positive correlation with motivation to learn and academic achievements, although with a positive association with students' exhaustion (LePine et al., 2004). ...
The time in college and university is the most stressful period in students’ lives. Historically, stress is assumed to have deleterious effects on students' academic engagement, performance, and well-being. However, according to challenge-hindrance stress framework, challenge stressors perceived as goal-relevant and manageable are thought to increase academic motivation, performance, and well-being, while hindrance stressors, viewed as goal-relevant but unmanageable, are considered to interfere with performance and lead to maladaptive behaviors. This interpretative phenomenological analysis study explored students' experiences of challenge and hindrance stressors and the relationship between them and students' academic motivation through the lens of self-determination theory. The study results revealed that although there were examples of stress cases that could be identified only as challenge stress or hindrance stress, some stress cases were reflected as both challenge and hindrance stress due to individual appraisals of participants that depended on internal and external factors. The study findings confirmed that challenge stress had positive associations with academic motivation and with the satisfaction of basic psychological needs for autonomy, competence, and relatedness, reflecting it more like autonomous motivation; and hindrance stress had negative associations with students' academic motivation and basic psychological needs satisfaction, reflecting it more like controlled motivation or amotivation. However, there were some contradictions: some participants did not confirm that a certain basic psychological need was satisfied during challenge stress; some students experienced challenge stress associated with controlled types of motivation, and some students' engagement and performance were more efficient due to controlled motivation. The results of the study should assist educators in understanding undergraduate students' experiences and in developing and improving educational programs through a supportive environment for students' learning.
... Specifically, the study of learning approaches and their relationship with emotional variables could be helpful. In this way, several studies have investigated learning approaches [8][9][10][11][12][13][14][15][16][17] and coping with academic stress [18][19][20][21][22]. Among university students, learning changes depending on context and individual situation, which determine the most appropriate learning approach [23], one which is not static [24] and tends to change based on various contextual variables [25]. ...
Learning approaches are factors that contribute to sustainability education. Academic stress negatively affects students’ performances in the context of sustainability teaching. This study
analyzed how deep and surface approaches could be related to coping with academic stress and gender. An online survey was completed by 1012 university students. The relationship between
gender, sources of stress and learning approaches was examined through a multivariate canonical correspondence analysis. Results showed differences in stress-coping strategies depending on the
learning approach used. In both female and male students, academic stress was handled with a deep learning approach. The findings provide implications for professors and highlight the importance of
variables such as deep learning and gender in the teaching and learning sustainability process.
... Subsequently, it helps to enhance students' engagement (Pavlou, 2006), learning autonomy, and academic performance (Rana, Mahmood & Reid, 2015) in teaching and learning processes. More importantly, intrinsic academic motivation also has a positive significance on the reduction of stress and depression of undergraduate students, which could bring about a positive classroom atmosphere free from interpersonal conflicts (Huang, Lv & Wu, 2016). ...
... Relational mentoring posits that mentoring partners will more likely develop high-quality relationships when their schemas align than when they have different views of their role and the role of the other. In practice, however, relational members may have different perspectives on their roles (Huang, Lv, and Wu 2016). ...
Mentoring relationships between research supervisors and doctoral students play a key role in doctoral students’ success. Self-determination theory assumes that the quality of these relationships can be defined in terms of fulfillment of students’ basic psychological needs for autonomy, competence, and relatedness. Studies on how supervisors and students build need-supportive relationships are, however, lacking. Taking a schema-based perspective, this article investigates supervisors’ and doctoral students’ (mis)alignments in schemas on how to fulfill students’ basic needs in their relationship. Qualitative data were obtained from a sample of 18 interviews (nine dyads) to reveal the schema-driven sensemaking of students and their supervisors. Findings show that the idea of schema similarity might be too simple: For each of the three basic needs, tensions arise between students’ and supervisors’ schemas. These need-based schemas in action offer a fresh perspective for understanding why some supervisor-doctoral student relationships are experienced as successful while others are not.
... This is perhaps because students whose need for autonomy is met do not always have to meet standards of performance to feel worthy because their self-esteem has been nurtured (Shih, 2013). As a result, a negative correlation is found between intrinsic motivation and academic stress and depression (Huang, Lv, & Wu, 2016). The relationships between autonomy support and mastery goal orientation, and between mastery goal orientation and academic stress, suggest that autonomy support might influence students' academic stress indirectly through mastery goal orientation. ...
This study examines the relationship between autonomy support from instructors, self-regulated learning, mastery goal orientation and academic stress. College and graduate students in China (N=366) participated in this study. Mediation analysis was used to examine the relationships between the constructs. The results indicate that academic stress is a multidimensional construct with four subconstructs: pressures to perform, stress related to teacher expectation, perception of workload and stress related to academic self-perceptions. These sub-constructs were studied in relation to autonomy support, self-regulated learning, and mastery goal orientation. Direct effects of autonomy support were found on self-regulated learning and mastery goal orientation, as well as on stress related to academic self-perception. Mediation effects of self-regulated learning and mastery goal orientation were found between autonomy support and some of the subconstructs of academic stress.
... However, one prior study did show that greater intrinsic motivation was positively related to depressive symptoms among athletes playing team sports, the majority of whom were female [51]. One potential explanation for the positive association is that individuals with more depressive symptoms are likely to experience greater psychosocial demands, which may result in increased autonomous motivation to meet the demands [52]. This information suggests that that the association between autonomous motivation and depression may be more complex than anticipated [51], warranting further investigation. ...
Background Psychological factors mediating the effect of lifestyle behavior interventions on mothers’ depressive symptoms are unclear. Using data from a community-based lifestyle behavior intervention, this secondary analysis examined whether autonomous motivation, coping self-efficacy, and emotional coping mediated the association between the intervention and depressive symptoms in low-income overweight and obese mothers with young children.
Methods This 16-week intervention had 2 components: Mothers watched 10 video lessons in Digital Video Disc (DVD) format at home and joined 10 peer support group teleconferences (every week in weeks 1–4; then every other week in weeks 5–16). All participants completed reliable and valid measures of autonomous motivation, coping self-efficacy, emotional coping and depressive symptoms via phone at baseline and immediately after the intervention. To assess effect size, proportion of maximum possible (POMP) scores were calculated. To test mediation effects, composite indicator structural equation modeling was performed.
Results The intervention significantly alleviated depressive symptoms (p = 0.015, POMP = -4.31%). While the intervention had no influence on autonomous motivation, it significantly increased coping self-efficacy (p < 0.001, POMP = 7.4%) and emotional coping (p = 0.003, POMP = 3.81%). Coping self-efficacy significantly and negatively mediated the association between the intervention and depressive symptoms (p = 0.002, POMP = -2.53%). However, autonomous motivation and emotional coping were not significant mediators.
Conclusions To help this target population alleviate depressive symptoms, clinicians may consider teaching these women practical strategies that can be applied to daily life to boost coping self-efficacy.
... It is unclear whether differences in reported prevalence are related to school location, though it is plausible that proximity to the pandemic's epicenter would be more anxiety-provoking [33]. That negative thoughts or actions, anger and quarreling behaviors, and concerns about COVID-19 were all positively related to either depression or anxiety disorder has been seen in other studies [32,34,35]. Many of our participants reported that they had been angry and quarreling within one week before the survey; 46.7% of them felt terrible because of COVID-19. ...
Background:
During the coronavirus disease (COVID-19) pandemic, harsh social distancing measures were taken in China to contain viral spread. We examined their impact on the lives of medical students.
Methods:
A nation-wide cross-sectional survey of college students was conducted from 4-12 February 2020. We enrolled medical students studying public health in Beijing and Wuhan to assess their COVID-19 awareness and to evaluate their mental health status/behaviors using a self-administered questionnaire. We used the Patient Generalized Anxiety Disorder-7 and Health Questionnaire-9 to measure anxiety disorders and depression. We used multivariable logistic regression and path analysis to assess the associations between covariates and anxiety disorder/depression.
Results:
Of 933 students, 898 (96.2%) reported wearing masks frequently when going out, 723 (77.5%) reported daily handwashing with soap, 676 (72.5%) washed hands immediately after arriving home, and 914 (98.0%) reported staying home as much as possible. Prevalence of anxiety disorder was 17.1% and depression was 25.3%. Multivariable logistic regression showed anxiety to be associated with graduate student status (odds ratio (aOR) = 2.0; 95% confidence interval (CI): 1.2-3.5), negative thoughts or actions (aOR = 1.6; 95% CI: 1.4-1.7), and feeling depressed (aOR = 6.8; 95% CI: 4.0-11.7). Beijing students were significantly less likely to have anxiety than those in the Wuhan epicenter (aOR = 0.9; 95% CI: 0.8-1.0), but depression did not differ. Depression was associated with female students (aOR = 2.0; 95% CI: 1.2-3.3), negative thoughts or actions (aOR = 1.7; 95% CI: 1.5-1.9), and anxiety disorder (aOR = 5.8; 95% CI: 3.4-9.9). Path analysis validated these same predictors.
Conclusions:
Despite medical students' knowledge of disease control and prevention, their lives were greatly affected by social distancing, especially in the Wuhan epicenter. Even well-informed students needed psychological support during these extraordinarily stressful times.
... They further showed in an experimental study among university students that manipulating intrinsic motivation led to higher levels of life satisfaction. The relationship between intrinsic academic motivation and depression was shown by Huang, Lv, and Wu (2016) among undergraduate students. ...
Based on the Job Demands-Resources model, this study examined the association of learning opportunities of adolescents at school and work with their mental health, operationalized in terms of life satisfaction and depression. Intrinsic motivation at school and at work were studied as potential mediators. Within a representative sample of adolescents (n = 474), the results supported within domain relationships in the sense that learning opportunities at school and at work were positively related to intrinsic motivation at school and at work, respectively, which in turn were related to higher levels of life satisfaction and lower levels of depression. Cross-domain relationships were not significant, except for a negative relationship between learning opportunities at work and intrinsic motivation at school, suggesting that having a good job can pull students away from school.
This study examines differences in college students' responses to COVID-19-related stress over time, beginning in fall 2019 before the pandemic and continuing through fall 2022. A total of 957 students completed measures of motivation, sense of purpose, academic adjustment, grit, and COVID-related stress across 7 semesters. Results indicated that motivation stayed steady throughout much of the pandemic as compared to the fall 2019 semester, with the exception of the spring 2022 semester. Academic adjustment, grit, and sense of purpose all fluctuated during the pandemic. After the onset of COVID-19, students reported high levels of stress and reported that they were experiencing higher than usual levels of stress. However, as the pandemic continued, students continued to report high stress levels, but no longer reported that the stress was unusual. That is, over time, high levels of stress and anxiety related to COVID-19 became viewed as normal. This pattern of results suggests that the student response to the pandemic has differed over time and, since COVID-19 remains prevalent, highlights the need for colleges to continue to be prepared to address students' COVID-related adjustment and well-being.
Much is documented on COVID-19’s acute and lingering psychological and physiological effects, but little details its influence upon motivational drive. This observational study examined the relationship between COVID-19’s effects on intrinsic motivation. Canvassed through convenience sampling, seventy-seven Southern California residents were categorized into two groups: previously and never COVID-19 positive. Both groups took the Interest/Enjoyment subscale of Self-Determination Theory’s (SDT) Intrinsic Motivation Inventory (IMI) self-reported questionnaire, with their motivational scores compared using an independent samples t-test. While those who never had COVID-19 showed a slightly higher average IMI Interest/Enjoyment subscale score (M=5.75, SD=1.27) than those who previously had COVID-19 (M=5.48, SD=1.64), no statistical significance was found amongst COVID-19 diagnostic history and motivational levels [t(75)=.80, p=.21].
The study aims to analyze factor structure and psychometric properties of the Italian version of the Academic Motivation Scale-College (AMS-C). Overall, 797 university students completed the AMS-C (28 items). Measurement invariance across gender was tested. Confirmatory factor analysis did not confirm the original 7-factor structure. Exploratory factor analysis was conducted with one split-half sub-sample indicating a good model fit for a 4-factor solution, which was confirmed by the CFA with the second split-half subsample. The Italian version of the AMS-C consists of 26 items, tapping four meaningful and reliable factors (Introjected Motivation, Intrinsic Motivation, Extrinsic Motivation, Amotiva-tion) which covered, with a new meaningful configuration, all the seven factors of the original tool. Findings revealed satisfactory internal consistency, convergent, discriminant, and criterion validity. Measurement invariance across gender was also supported. The AMS-C represents a reliable and valid tool to be used for the assessment of university students' motivation in the Italian context.
To unpack the link between employees' relationship conflict and helping behaviours, this study postulates a mediating role of the extent to which employees exhibit low goodwill trust in co‐workers and a moderating role of their innovation propensity. As the findings confirm, emotion‐laden conflict compromises employees' propensities to assist co‐workers because they believe that they cannot count on co‐workers’ goodwill, which, as we theorize, is informed by their desire to protect their self‐esteem. The extent to which employees derive joy from generating novel ideas subdues this process. This study points to a notable mechanism (low goodwill trust) by which emotion‐based tensions translate into low voluntarism and how this process is disrupted by an intrinsic motivation for innovation. Pour élucider le lien entre les conflits relationnels des employés et les comportements de soutien, l'auteur de cette étude postule que le degré de méfiance des employés à l’égard de leurs collègues y joue un rôle médiateur tandis que leur propension à l'innovation y joue un rôle modérateur. Comme le montrent les résultats, les conflits chargés d’émotions compromettent la propension des employés à aider leurs collègues. En effet, ceux‐là estiment qu'ils ne peuvent pas compter sur la bonne volonté de ceux‐ci, ce qui, selon notre théorie, s'explique par le désir des premiers de protéger leur estime de soi. Le degré de joie que les employés éprouvent à générer des idées nouvelles atténue ce processus. L’étude fait apparaître un mécanisme notable (confiance faible en la bonne volonté) par lequel les tensions basées sur les émotions se traduisent par un faible volontarisme et montre comment ce processus est perturbé par une motivation intrinsèque pour l'innovation.
With the increasing presence of competitive work environments, task design and motivation have a great potential to moderate stress in the workplace. This study is a systematic literature review of this topic with existing literature and emerging trends. The review was conducted using tools like Scopus, VOSviewer, AuthorMapper, MAXQDA, Vicinitas, CiteSpace, Harzing’s Publish or Perish, and Web of Science. Bibliometric and co-citation analyses were performed using these tools to show the connection between task design and motivation with moderating stress levels. The results of the analyses showed the importance of these topics with other areas like creativity, individual differences, and mental health. It is essential to understand these connections because companies are becoming more cognizant of mental health in the workplace and need to design tasks to accommodate those issues. Finally, conducting research into task design and motivation in the workplace, the focus can be shifted to educational institutions for future areas of research. These opportunities are highlighted by the literature review and analyses.KeywordsTask designTask motivationStressBibliometric analysisHarzingVOSviewerMAXQDAAuthorMapper
Based on self-determination theory framework, this study examined (a) individual effects of teacher relatedness support and parent relatedness support and (b) the additive and interaction effect of these supports on academic motivation of middle school students. Using linear, stepwise, and hierarchical regression, results exhibited presence of significant individual, additive, and interaction effects between the variables. The results may be helpful in creating awareness among parents and teachers regarding the importance of relatedness support in satisfying emotional needs of children and enhancing motivation.
To reduce their attrition rates, institutions need to ensure that their students can manage the stressors they confront in their academic work and persist to complete their study programs. Given the significance of non-cognitive attributes in education, this study aimed to identify the non-cognitive profiles exhibited by students which related significantly to academic stress and persistence levels in the middle of a given academic year. Undergraduate students from one of the largest private higher education institutions in Singapore participated in two online surveys. A total of 565 and 122 students participated in the first and second surveys, respectively. Results indicated that three distinct non-cognitive profiles could be identified, which were associated significantly with students’ academic stress levels and their intentions to persist with their studies. Possible implications for enhancing student outcomes by offering students with opportunities to enhance their affective ‘readiness’ profiles are discussed.
University students are constantly influenced by multiple stressors from different aspects of their lives and society. Life and academic stress often generate difficulties and impact university students' psychological reactions. The present study aimed to examine the moderating effects of social support on the relationship between perceived competence, self-determination and learning environment on the psychological reactions (intrinsic motivation and stress) among first-year university students. Analyzing a total of 863 responses collected from the respective respondents, the findings indicated that all predictors associate with intrinsic motivation and stress. Besides, the results also revealed that social support is not a moderating variable for the relationship between the independent variables (perceived competence, learning environment and self-determination) and intrinsic motivation and stress. The implications of the study are further discussed in the paper.
Kajian ini bertujuan untuk membina, menguji kesahan dan kebolehpercayaan Modul Pendekatan Rational Emotive Behavior Therapy dalam pengurusan konflik Guru Bimbingan Dan Kaunseling sekolah menengah. Konflik yang terhasil menyebabkan Guru Bimbingan dan Kaunseling mengalami stres. Oleh itu modul ini dibina sebagai satu strategi untuk membantu Guru Bimbingan dan Kaunseling menangani stres. Modul ini dibina berdasarkan kajian kepustakaan Teori Rational Emotive Behavior Therapy oleh Albert Ellis (1995). Hasil kajian perpustakaan telah berjaya membina Modul Pengurusan Konfik yang diaplikasikan menerusi lapan sesi utama yang merangkumi 20 aktiviti kendiri. Sesi 1: Ice Breaking, Sesi 2: Pengenalan Modul Pengurusan Konflik, Sesi 3: A – Peristiwa / C – Emosi Terhasil, Sesi 4: B – Sistem Kepercayaan, Sesi 5: A – Peristiwa / B - Sistem Kepercayaan / C – Emosi Yang Terhasil Sesi 6: Pengajaran Tentang Dispute, Sesi 7: D – Hujah / E – Emosi Baru dan Sesi 8: Rumusan / Penamatan. Dapatan kajian menunjukkan nilai kesahan kandungan modul ialah 88.44%. Nilai kebolehpercayaan modul ialah .915. Modul pengurusan konflik dapat membantu Guru Bimbingan dan Kaunseling menangani konflik di sekolah. Modul ini memberi kemahiran cognitive coping sebagai satu strategi dalam mengurangkan stres Guru Bimbingan dan Kaunseling.
This study examines the effects of external environmental factors, specifically monetary reward and choice, on intrinsic motivation, and tests whether they are moderated by individual differences in causality orientation. We randomly assigned 103 undergraduates to one of four conditions: reward (reward vs. no reward) × choice (choice vs. no choice). Participants were given puzzles to solve in the experimenters' presence, which they were free to continue tackling when the experimenters left the room. We measured the time spent solving puzzles when free to choose other activities, task enjoyment, and perceived competence as dependent variables. Interest in puzzles was unaffected by receiving a reward in participants with high autonomy orientation but dropped significantly in participants with low autonomy orientation. Choice over the task increased competence in participants with high autonomy orientation but lowered competence in low autonomy orientation. Finally, we found no significant effects on time spent on puzzles. The present study contributes to current literature regarding the causes of differences in performance in various achievement settings.
Recent theoretical developments in cardiovascular reactivity research suggest the association between depression and blunted reactions to stress is linked to motivational factors. Thus, the present study aimed to test whether the association between depressive symptoms and cardiovascular reactivity to acute stress was mediated by motivation; be it intrinsic or extrinsic motivation. One hundred and eighty‐two healthy young adults completed measures of motivation (Global Motivation Scale; GMS), and depression (Hospital Anxiety and Depression Scale; HADS) and had their blood pressure and heart rate monitored throughout a standardised stress testing protocol. Results indicated that depression was negatively associated with both systolic blood pressure (SBP) and heart rate (HR) reactions to the stress task (all ps < .05), such that those who reported higher depressive symptomology displayed a blunted response. Furthermore this relationship was mediated by intrinsic, but not extrinsic motivation; the blunted responses were less pronounced through intrinsic motivation. The present findings add extensively to existing research and confirm that motivation is an underlying mechanism linking depression and cardiovascular reactivity.
Purpose
The purpose of this study is to investigate a theoretical framework that examines and extends understanding of the role of cognitive/information processing, learning motivation and learning task behaviors in facilitating student engagement, course persistence and academic performance.
Design/methodology/approach
Student subjects were used to collect survey data. Hierarchical regression analysis was used to test the impact of active teaching, academic self-efficacy and task avoidance on the dependent variables – course grade, course persistence and expectancy for success.
Findings
Active teaching and academic self-efficacy were positive predictors of course grade while task avoidance was a negative predictor of course grade. Course persistence was positively impacted by academic self-efficacy and diminished by task-avoidance behaviors. Academic self-efficacy was shown to positively impact expectancy for success.
Practical implications
The results confirm the importance of adopting active teaching techniques, the need for periodic opportunities for experienced academic success and the need for coaching on self-regulation of study habits and class attendance behaviors.
Originality/value
This study builds on prior calls for more investigations on the role of teaching style on student psychological responses, engagement, learning task behaviors and academic performance. The teaching and learning processes were examined on four levels – attention/engagement, encoding, processing/synthesizing and learning task behaviors. In addition, prior work was extended by incorporating behavioral indicators (e.g. task avoidance) of learning motivation as opposed to reliance on self-reported levels of motivation that may have not been consistent with actual behaviors.
L’entrée à l’université représente une période de transition majeure jalonnée de différents changements de rôles, de statuts et de milieux. Cette période de transition correspond aux débuts du devenir adulte. Au cœur de ce défi développemental se situent les questions d’autonomie et d’indépendance. L’autonomie et l’indépendance s’acquièrent de manière progressive et s’expriment au travers des représentations que les jeunes adultes ont du fonctionnement de leur système familial et de leur propre fonctionnement. Ainsi, l’environnement familial, les représentations d’attachement, la transition d’habitation et les processus d’autodétermination sont des expressions du devenir adulte progressif des individus qui vont être particulièrement questionnées lors de cette transition majeure. En adoptant une vision holistique-interactionniste, ce travail de recherche s’est donné pour objectif d’interroger le développement psychosocial des jeunes adultes entrant à l’université en tenant compte des spécificités propres à leur période de développement.
Notre population d’étude se compose d’étudiants primo-entrants. En suivant une approche longitudinale, ce travail de recherche comportait trois temps de mesure et a donné lieu à la réalisation de deux cohortes successives. Le premier temps de mesure a eu lieu lors de la rentrée universitaire, en septembre/octobre (N = 1 142) ; le deuxième temps en milieu d’année universitaire, en février/mars (N = 248) ; et le troisième temps en fin d’année universitaire en juin/juillet (N = 101). A chaque temps de mesure, les participants ont été invités à répondre à un questionnaire qui évaluait leurs perceptions de leur environnement familial (i.e., relation parents-enfant et relations familiales), leurs représentations d’attachement, la transition d’habitation qu’ils vivaient, leurs processus d’autodétermination (i.e., motivation à la poursuite d’études et besoins psychologiques de base) et leur ajustement psychosocial (i.e., bien-être psychologique, estime de soi globale, dépressivité et résultats académiques). Les données ont été analysées en adoptant une approche à la fois centrée sur les personnes et sur les variables ainsi qu’en considérant les différentes formes de variabilités.
Nos résultats soulignent l’hétérogénéité et la multiplicité des profils d’environnement familial, d’attachement et d’autodétermination, des classes de transition d’habitation ainsi que des patterns de développement lors de l’entrée à l’université. Ces différents profils d’environnement familial, d’attachement et d’autodétermination présentent une évolution singulière au cours de la première année universitaire. Au niveau de l’ajustement psychosocial, nos résultats montrent que les caractéristiques personnelles (i.e., attachement et autodétermination) ont un effet sur l’ajustement au cours de la première année contrairement aux contextes dans lesquels évoluent l’individu (i.e., environnement familial et transition d’habitation). L’évolution de l’ajustement psychosocial au cours du temps s’avère positive et stable pour les profils positifs d’environnement familial, d’attachement et d’autodétermination alors qu’il est instable pour les profils négatifs. Enfin, nos résultats conduisent à considérer les besoins psychologiques de base comme des leviers permettant une meilleure adaptation en période de transition. Ces différentes observations apportent un regard complémentaire à la littérature et permettent de venir discuter des applications possibles dans l’accompagnement des adultes en devenir en contexte universitaire.
Using data from a community-based lifestyle behavioral intervention study, this secondary data analysis investigated whether emotional coping, coping self-efficacy, and autonomous motivation mediated the association between the intervention and perceived stress in low-income overweight or obese mothers of young children. Results showed that coping self-efficacy significantly mediated the association between the intervention and perceived stress. However, emotional coping and autonomous motivation did not significantly mediate the association between intervention and perceived stress. Interventions may be more effective in helping the target audience reduce stress if they incorporate practical skills that can increase a sense of coping self-efficacy.
Poorer financial circumstances among undergraduate students predict worse academic outcomes, yet there is a lack of research examining mediators. Accordingly, the present research aimed to identify such mediating variables. In Study 1, cross-sectional data were collected from UK undergraduates (N = 516). Controlling for background variables, path analysis indicated that stress, sense of belonging at university, working memory, and self-control mediated the negative relationship between financial concern and academic performance. In Study 2 an independent sample (N = 2794) was used to successfully validate the respecified model developed in Study 1. Additionally, longitudinal data were collected from UK undergraduates (N = 453) at three time points in an academic year. Controlling for background variables, financial concern predicted subsequent changes in intrinsic academic motivation, as mediated by changes in stress and sense of belonging at university. Together, this provides consistent evidence for stress and belonging as mediators of the impact of finances on academic outcomes. Our findings afford a more complete understanding of how financial concern may affect students’ experience at university, highlight potential negative consequences of funding systems that place a financial burden on students, and could serve to inform interventions aimed at mitigating the negative effects of financial concern.
Life transitions, such as university attendance, entail the reconstruction of relations between the individual and the environment. This study aimed to explore how perceptions of social support changed across time during the first semester of university, and how social support, coping strategies, and adjustment were interrelated among 390 first-year students in Beijing, China. Results indicated that overall levels of social support among students did not change significantly across the first term, but that support from different sources (parents, peers, teachers, siblings) showed distinctive patterns of change. Support was positively related to adjustment and to coping skills in a dynamic way, and an integrative structural equations model showed that the role of social support operated both directly in relation to adjustment and indirectly through its relations to coping styles. These findings were related both to previous research on the transition to university in the West and to unique factors within the Chinese context.
The central argument of this book is that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and motivation as inextricably related.
Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development:
*represents a new direction in theory and research on intellectual functioning and development;
*portrays human intelligence as fundamentally constrained by biology and adaptive needs but modulated by social and cultural forces; and
*encompasses and integrates a broad range of scientific findings and advances, from cognitive and affective neurosciences to cultural psychology, addressing fundamental issues of individual differences, developmental variability, and cross-cultural differences with respect to intellectual functioning and development.
By presenting current knowledge regarding integrated understanding of intellectual functioning and development, this volume promotes exchanges among researchers concerned with provoking new ideas for research and provides educators and other practitioners with a framework that will enrich understanding and guide practice.
This chapter pursues three goals. First, it overviews self-determination theory (SDT). SDT is a macrotheory of motivation comprised of five interrelated minitheories—basic needs theory, organismic integration theory, goal contents theory, cognitive evaluation theory, and causality orientations theory. Each minitheory was created to explain specific motivational phenomena and to address specific research questions. Second, the chapter uses the student-teacher dialectical framework within SDT to explain how classroom conditions sometimes support but other times neglect and frustrate students’ motivation, engagement, and positive classroom functioning. Third, the chapter highlights student engagement. In doing so, it overviews recent classroom-based, longitudinally designed research to reveal three new and important functions of student engagement—namely, that student engagement fully mediates and explains the motivation-to-achievement relation, that changes in engagement produce changes in the learning environment, and that changes in engagement produce changes in motivation, as students’ behavioral, emotional, cognitive, and agentic engagements represent actions taken not only to learn but also to meet psychological needs. The chapter concludes with implications for teachers and with suggestions for future research.
The purpose of this study was to test three models with regard to the linkages among autonomy support, intrinsic motivation, and perceived competence. The first model is based on Cognitive Evaluation Theory and postulates that teachers’ autonomy support influences changes in intrinsic motivation via changes in perceived academic competence. However, the second and the third model are based on the Diathesis Stress Model of Achievement Processes and posit, respectively, that intrinsic motivation could play a mediating and a moderating role in the relation between teachers’ autonomy support and changes in perceived competence. A total of 215 fifth-grade children participated in a longitudinal study over a 1-year period. Results from regression analyses provided some support for the first model but stronger support for the second and third model.
Life transitions, such as university attendance, entail the reconstruction of relations between the individual and the environment. This study aimed to explore how perceptions of social support changed across time during the first semester of university, and how social support, coping strategies, and adjustment were interrelated among 390 first-year students in Beijing, China. Results indicated that overall levels of social support among students did not change significantly across the first term, but that support from different sources (parents, peers, teachers, siblings) showed distinctive patterns of change. Support was positively related to adjustment and to coping skills in a dynamic way, and an integrative structural equations model showed that the role of social support operated both directly in relation to adjustment and indirectly through its relations to coping styles. These findings were related both to previous research on the transition to university in the West and to unique factors within the Chinese context.
This article argues that to understand higher education student retention, equal emphasis needs to be placed on successful integration into the social world of the university as into the academic world. To date, sociological research reflecting first‐year students’ perceptions of the processes involved in developing social lives at university is scarce. Here the concept of ‘social support’ is used to analyse interviews with 34 first‐year students, investigating the processes through which social integration (or lack of it) influenced their decision as to whether or not to leave university. Our data support the claim that making compatible friends is essential to retention, and that students’ living arrangements are central to this process. Such friends provide direct emotional support, equivalent to family relationships, as well as buffering support in stressful situations. Course friendships and relationships with personal tutors are important but less significant, providing primarily instrumental, informational and appraisive support.
This study investigated 3 broad classes of individual-differences variables (job-search motives, competencies, and constraints) as predictors of job-search intensity among 292 unemployed job seekers. Also assessed was the relationship between job-search intensity and reemployment success in a longitudinal context. Results show significant relationships between the predictors employment commitment, financial hardship, job-search self-efficacy, and motivation control and the outcome job-search intensity. Support was not found for a relationship between perceived job-search constraints and job-search intensity. Motivation control was highlighted as the only lagged predictor of job-search intensity over time for those who were continuously unemployed. Job-search intensity predicted Time 2 reemployment status for the sample as a whole, but not reemployment quality for those who found jobs over the study's duration. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Social-motivational processes and socialization experiences can play a critical role in students' academic success. However, the search for specific mechanisms and processes that explain these social influences on motivation is still in its inception. The purpose of this article was to begin to articulate some of these processes in the hope that more precise explanations of influence will emerge. The 1st section of the article focuses on ways in which social-motivational processes are relevant for understanding motivation to achieve academically, using goal pursuit as a case in point. Models describing complementary, developmental, and hierarchical relations among social and task-related goals and their implications for understanding student achievement are presented. Then, ways in which students' social encounters and experiences with parents, teachers, and peers might influence their adoption and internalization of socially valued goals are examined. New directions for theoretical and empirical inquiry are presented. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A new measure of motivation toward education has been developed in French, namely the Echelle de Motivation en Education (EME). The EME is based on the tenets of self-determination theory and is composed of 28 items subdivided into seven sub-scales assessing three types of intrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation), and a motivation. The purpose of this investigation was to cross-culturally validate in English the EME. The EME was translated in English through appropriate methodological procedures and completed by university students. Results revealed that the English version of the scale renamed the Academic Motivation Scale (AMS), has satisfactory levels of internal consistency (mean alpha value = .81) and temporal stability over a one-month period (mean test-retest correlation = .79). In addition, results of a confirmatory factor analysis (LISREL) confirmed the seven-factor structure of the AMS. Finally, gender differences obtained with the EME were basically replicated with the AMS. In sum, the present findings provide adequate support for the factorial validity and reliability of the AMS and support its use in educational research on motivation.
Risk for suicide is often higher among college students, compared to same-age noncollegiate peers, and may be exacerbated by quality of social support and interactions. The authors examined the independent contributions of positive social support and negative social exchanges to suicide ideation and attempts in college students.
Participants were 439 volunteer undergraduate students, who were primarily female (71%).
Cross-sectional, survey design. Participants completed measures assessing positive social support, including emotional, informational, and tangible support; negative social exchanges; and suicidal behavior, including ideation and attempts.
Positive social support, particularly tangible support, and negative social exchanges were significantly predictive of greater suicidal behavior.
Practical manifestations of support may buffer against suicide risk for college students, whereas conflict-based interactions may contribute to increased risk. At the institutional, parental, and peer levels, promotion of supportive relationships may be an important suicide prevention strategy.
Self-determination theory posits that the degree to which a prosocial act is volitional or autonomous predicts its effect on well-being and that psychological need satisfaction mediates this relation. Four studies tested the impact of autonomous and controlled motivation for helping others on well-being and explored effects on other outcomes of helping for both helpers and recipients. Study 1 used a diary method to assess daily relations between prosocial behaviors and helper well-being and tested mediating effects of basic psychological need satisfaction. Study 2 examined the effect of choice on motivation and consequences of autonomous versus controlled helping using an experimental design. Study 3 examined the consequences of autonomous versus controlled helping for both helpers and recipients in a dyadic task. Finally, Study 4 manipulated motivation to predict helper and recipient outcomes. Findings support the idea that autonomous motivation for helping yields benefits for both helper and recipient through greater need satisfaction. Limitations and implications are discussed.
Previous studies in educational settings have examined the relations between students' intrinsic and extrinsic motivation and relevant outcomes. In most of those studies a global indicator of self-determined motivation as defined by Self-Determination Theory was created to examine the relations between motivation as a global construct, its antecedents and specific outcomes. The purpose of this paper was to extend this line of research by examining (1) whether the different types of motivation proposed by SDT can combine into distinct profiles as identified by cluster analysis and (2) the links between those profiles and objective criteria of achievement. In Study 1, motivation toward physical education was assessed at the beginning of a 10-week gymnastics teaching cycle and performance was assessed at the end of the cycle, among a sample of high school students (N= 215). Study 2 (N=210) extended the results of Study 1 by controlling the initial performance of the students, measuring the effort they exerted and recording the grade obtained. Cluster analyses revealed three motivational profiles: self-determined, non self-determined and moderate levels of both types of motivation. Path analysis showed that the self-determined profile was related to the best level of achievement. The results are discussed in terms of their implications for the assessment of students' motivational profile and the consequences that those profiles may have for educational outcomes.
The Work Preference Inventory (WPI) is designed to assess individual differences in intrinsic and extrinsic motivational orientations. Both the college student and the working adult versions aim to capture the major elements of intrinsic motivation (self-determination, competence, task involvement, curiosity, enjoyment, and interest) and extrinsic motivation (concerns with competition, evaluation, recognition, money or other tangible incentives, and constraint by others). The instrument is scored on two primary scales, each subdivided into 2 secondary scales. The WPI has meaningful factor structures, adequate internal consistency, good short-term test-retest reliability, and good longer term stability. Moreover, WPI scores are related in meaningful ways to other questionnaire and behavioral measures of motivation, as well as personality characteristics, attitudes, and behaviors.
Despite the widespread use of self-report measures of both job-related stressors and strains, relatively few carefully developed scales for which validity data exist are available. In this article, we discuss 3 job stressor scales (Interpersonal Conflict at Work Scale, Organizational Constraints Scale, and Quantitative Workload Inventory) and 1 job strain scale (Physical Symptoms Inventory). Using meta-analysis, we combined the results of 18 studies to provide estimates of relations between our scales and other variables. Data showed moderate convergent validity for the 3 job stressor scales, suggesting some objectively to these self-reports. Norms for each scale are provided.
The scales can be found at http://shell.cas.usf.edu/~pspector/scalepage.html
A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation. As predicted, engagement-contingent, completion-contingent, and performance-contingent rewards significantly undermined free-choice intrinsic motivation (d = -0.40, -0.36, and -0.28, respectively), as did all rewards, all tangible rewards, and all expected rewards. Engagement-contingent and completion-contingent rewards also significantly undermined self-reported interest (d = -0.15, and -0.17), as did all tangible rewards and all expected rewards. Positive feedback enhanced both free-choice behavior (d = 0.33) and self-reported interest (d = 0.31). Tangible rewards tended to be more detrimental for children than college students, and verbal rewards tended to be less enhancing for children than college students. The authors review 4 previous meta-analyses of this literature and detail how this study's methods, analyses, and results differed from the previous ones.
Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatedness--which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.
Self-determination theory research has demonstrated that intrinsic and identified self-regulations are associated with successful adaptation. However, few distinctions are typically made between these regulations and their outcomes. In the present studies, the associations between intrinsic and identified motivations and outcomes of psychological well-being and academic performance are compared in educational settings. In Study 1, intrinsic self-regulation predicted psychological well-being, independent of academic performance. In contrast, identified regulation predicted academic performance. Additionally, the more that students demonstrated an identified academic regulation, the more that their psychological well-being was contingent on performance. In Study 2a, priming intrinsic self-regulation led to greater psychological well-being 10 days later. In Study 2b, an implicit measure of identified regulation predicted academic performance 6 weeks later. Results indicate the need to address important distinctions between intrinsic and identified regulations.
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.
The CES-D scale is a short self-report scale designed to measure depressive symptomatology in the general population. The items of the scale are symptoms associated with depression which have been used in previously validated longer scales. The new scale was tested in household interview surveys and in psychiatric settings. It was found to have very high internal consistency and adequate test- retest repeatability. Validity was established by pat terns of correlations with other self-report measures, by correlations with clinical ratings of depression, and by relationships with other variables which support its construct validity. Reliability, validity, and factor structure were similar across a wide variety of demographic characteristics in the general population samples tested. The scale should be a useful tool for epidemiologic studies of de pression.
Simple slopes, regions of significance, and confidence bands are commonly used to evaluate interactions in multiple linear regression (MLR) models, and the use of these techniques has recently been extended to multilevel or hierarchical linear modeling (HLM) and latent curve analysis (LCA). However, conducting these tests and plotting the conditional relations is often a tedious and error-prone task. This article provides an overview of methods used to probe interaction effects and describes a unified collection of freely available online resources that researchers can use to obtain significance tests for simple slopes, compute regions of significance, and obtain confidence bands for simple slopes across the range of the moderator in the MLR, HLM, and LCA contexts. Plotting capabilities are also provided.
Derived and tested a short form of the Center for Epidemiologic Studies Depression Scale (CES-D) for reliability and validity among 1,206 well older adults (aged 65–98 yrs). The 10-item screening questionnaire, the CESD-10, showed good predictive accuracy when compared to the full-length 20-item version of the CES-D. The CESD-10 showed an expected positive correlation with poorer health status scores and a strong negative correlation with positive affect. Retest correlations for the CESD-10 were comparable to those in other studies. The CESD-10 was administered again after 12 mo. Data were based on 80% of the original sample. Scores were stable with strong correlation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The aim of this study was two-fold; first, to examine the relationship between motivational orientations and adjustment to
university, stress, and well-being in a sample of students during their second year of university and second, to assess the
predictive value of motivational orientations in determining subsequent academic performance. Controlling for gender and age,
amotivated behaviors led to worse psychosocial adjustment to university, higher levels of perceived stress, and greater psychological
distress while studying. In contrast, intrinsically motivated behaviors (to know) were associated with lower levels of stress.
In relation to academic performance, neither extrinsic or intrinsic motivation, nor amotivation were related to subsequent
academic achievement. Both gender and entry qualifications were significant predictors of performance; women and those individuals
with greater academic aptitude prior to entering university had higher marks. These results are discussed with reference to
Deci and Ryan’s (1985, 1991) self-determination theory.
This paper examines the issues emanating from the transition into a new social and cultural environment distant from the home, the context of which is provided by the transition from home to university. The study analyses the transitional process over a period of 5 months, using data obtained from in-depth semi-structured interviews and participant observation of ten first-year undergraduates who moved to study at the University of Gloucestershire in Cheltenham. It explores the mediating variables that impact place attachment and place identity during the transition from home to university. Within this context consideration is given to how participants made sense of changes in their socio-spatial environment, the ensuing problems and challenges of doing so, and how these meanings affected self-perceptions and self-evaluations. The analysis demonstrates how participant's stories of the transition evince an abiding concern with the loss of place, manifest in terms of an erosion of a sense of belonging, attachment and continuity and an undermining of home's capacity to symbolise the self. The implications of such accounts for our understanding of place attachment and identity are then explored. The paper concludes by advocating a holistic approach to our conceptualisation of place, given that place meanings are constantly being evaluated and redefined in light of changing social and physical relationships with place and between people and place.
This paper presents evidence from three samples, two of college students and one of participants in a community smoking-cessation program, for the reliability and validity of a 14-item instrument, the Perceived Stress Scale (PSS), designed to measure the degree to which situations in one's life are appraised as stressful. The PSS showed adequate reliability and, as predicted, was correlated with life-event scores, depressive and physical symptomatology, utilization of health services, social anxiety, and smoking-reduction maintenance. In all comparisons, the PSS was a better predictor of the outcome in question than were life-event scores. When compared to a depressive symptomatology scale, the PSS was found to measure a different and independently predictive construct. Additional data indicate adequate reliability and validity of a four-item version of the PSS for telephone interviews. The PSS is suggested for examining the role of nonspecific appraised stress in the etiology of disease and behavioral disorders and as an outcome measure of experienced levels of stress.
Drawing upon symbolic interactionist theory, this paper reconceptualizes social isolation as the possession of few social identities. Social identities (enacted in role relationships) give meaning and guidance to behavior, and thus should prevent anxiety, depression, and disordered conduct. The "identity accumulation hypothesis"--the more identities possessed by an actor, the less psychological distress he/she should exhibit--is tested and supported using panel data from the New Haven community survey (Myers et al., 1971). The interaction between identity accumulation and identity change is also examined, under differing assumptions regarding the structure of multiple identities. Results indicate that integrated individuals benefit more from identity gain and also suffer more from identity loss than isolated individuals. The implications of these results for social isolation theory and for previous conceptions of the effects of multiple roles are discussed.
This study examined the relationships among social factors, individual differences, intrinsic motivation, and effort and persistence in the physical education context using cognitive evaluation theory as a framework. Female (n = 201) and male (n = 206) high school students completed measures of motivational climate, teaching style, perceived competence, self-determination, goal orientations, and intrinsic motivation. Teachers rated the students on effort and persistence in the class activities. Hypothesized relationships among the variables were tested using structural equation modeling. Results revealed that perceived competence and goal orientations directly predicted intrinsic motivation and mediated the effects of motivational climate and teaching style on intrinsic motivation. Intrinsic motivation directly predicted effort and persistence. Task goal orientation mediated the effects of learning climate on perceived competence and self-determination. The strongest predictors of intrinsic motivation and effort and persistence were task goal orientation perceived competence, and learning climate.
The authors studied contributors to stress among undergraduate residence hall students at a midwestern, land grant university using a 76-item survey consisting of personal, health, academic, and environmental questions and 1 qualitative question asking what thing stressed them the most. Of 964 students selected at random, 462 (48%) responded to the survey. The authors weighted data to reflect the overall university-wide undergraduate population (55% men, 12% minority or international, and 25% freshmen). Women and US citizens experienced greater stress than did men and non-US citizens, respectively. Frequency of experiencing chronic illness, depression, anxiety disorder, seasonal affective disorder, mononucleosis, and sleep difficulties were significant stress predictors. Although alcohol use was a positive predictor, drug use was a negative predictor of stress. Both a conflict and a satisfactory relationship with a roommate, as well as a conflict with a faculty or staff member, were also significant predictors of stress.
Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development
- D Y Dai
- R J Sternberg
Dai, D. Y., & Sternberg, R. J. (2004). Motivation, emotion, and cognition: Integrative
perspectives on intellectual functioning and development. Mahwah, NJ: Routledge.