Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation

Understanding the Role of Teacher-Student Relationships in Students' Online Learning Engagement: Mediating Role of Academic Motivation

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.

Exploring the Moderating Roles of Emotions, Attitudes, Environment, and Teachers in the Impact of Motivation on Learning Behaviours in Students' English Learning

For several decades, extensive research has been conducted on motivation in language learning. However, how motivation impacts learning behaviours with the moderation of factors related to emotions, attitude, environment, and teachers has not been reported. This study aims to examine the moderating effects of these four motivational factors to explain the inconsistent effects of motivation on English learning behaviours across studies. Drawing on self-determination theory, the study investigated 182 high school English learners and explored how the four motivational factors moderate the relationship between students' motivation and their English learning behaviours. We first examined how the four motivational factors predicted intrinsic/extrinsic motivation and how intrinsic/extrinsic motivation predicted English learning behaviours. The results reveal that the four motivational factors all positively predicted intrinsic motivation, while language attitude positively predicted extrinsic motivation. Both intrinsic and extrinsic motivations positively predicted English learning behaviours, with intrinsic motivation exerting a stronger influence. Language attitude did not moderate the relationship between motivation and English learning behaviours. However, the other three factors enhanced the positive relationship between motivation and learning behaviours. Notably, at the low level of teacher-related factors, the impact of extrinsic motivation on English learning behaviours was insignificant. Related implications are discussed.

The Role of Self-Compassion and Attributions in the Mental Health of Older Adolescents amid the COVID-19 Pandemic

This study aimed to examine the relationship among self-compassion, attributional styles, and mental health and their components in older adolescents in the context of the COVID-19 pandemic. The role of each component of self-compassion (self-kindness, common humanity, mindfulness, self-judgment, isolation, and over-identification) and attributions (globality, stability, self-worth, and negative consequences) in predicting mental health was also analyzed. There were 322 participants aged 18 to 22 that participated in an online survey. The participants filled out a form that consisted of sociodemographic questions, COVID-19-related questions, the Self-Compassion Scale, the Mental Health Continuum-short form-and the Cognitive Styles Questionnaire-very short form. The results indicated moderate levels of self-compassion, attributions, and mental health in participants. Furthermore, gender differences in self-compassion were confirmed, meaning that male participants had higher total levels of self-compassion, and certain differences were observed on attribution subscales, but not on well-being subscales. Self-compassion and mental health were found to be positively correlated with each other and negatively correlated with negative attributions. Of the four attributional components, stability and negative consequences were revealed to be significant negative predictors in the first step but lost their significance with the inclusion of self-compassion components in the second step of the analysis. Regarding the six components of self-compassion, self-kindness, recoded isolation, and common humanity were significant positive predictors in the second step of the analysis. COVID-19-related items did not show any significant intergroup differences. Our findings contribute to a better understanding of the relationship between positive mental health, self-compassion, and attributions in older adolescents so that they can be used as theoretical support for related interventions, especially during and after times of crisis, such as a pandemic.

Self-Compassion during COVID-19 in Non-WEIRD Countries: A Narrative Review

The coronavirus disease 2019 (COVID-19) pandemic impacted people's mental health negatively worldwide, including in non-WEIRD (Western, Educated, Industrialised, Rich and Democratic) countries. Self-compassion, kindness and understanding towards oneself in difficult times have received increasing attention in the field of mental health. Self-compassion is strongly associated with good mental health in various populations. This narrative review aimed to synthesise the evidence on self-compassion and mental health in non-WEIRD countries during the COVID-19 pandemic. MEDLINE and PsycINFO were searched for empirical studies. Self-compassion was consistently associated with positive mental health in non-WEIRD countries too. However, how, and to what degree, each component of self-compassion impacts mental health remains to be evaluated across different cultures. Future research such as multi-national intervention studies, or component network meta-analysis, is needed to advance our understanding of how self-compassion improves mental health in different populations.

A longitudinal study of mental health in healthcare workers in Japan during the initial phase of COVID-19 pandemic: comparison with the general population

The COVID-19 pandemic negatively impacted the mental health of people in Japan. Healthcare workers (HCWs) especially suffered from poor mental health, engaging with COVID-19 patients while protecting themselves from infection. However, a long-term assessment of their mental health in comparison to the general population remains to be conducted. This study evaluated and compared changes in mental health between these two populations over a six-month period. Measures of mental health, loneliness, hope and self-compassion were completed at baseline and at six-month follow-up. Two-way MANOVA (Time x Group) identified that no interaction effects were present. However, at baseline, HCWs had higher levels of mental health problems and loneliness, and lower levels of hope and self-compassion than the general population. Furthermore, a higher level of loneliness was found in HCWs at six months. These findings highlight strong feelings of loneliness in HCWs in Japan. Interventions such as digital social prescribing are recommended.

Comparing the Mental Health of Healthcare Students: Mental Health Shame and Self-compassion in Counselling, Occupational Therapy, Nursing and Social Work Students

Poor mental health of healthcare students is a cause for concern in many universities. Though previous research has identified mental health shame and self-compassion as critical in this student group, how these variables differ across different healthcare disciplines remains to be evaluated. Healthcare students (n = 344; counselling, occupational therapy, social work and nursing) completed measures regarding these variables. MANOVA and regression analyses were performed. (1) Counselling and nursing students were more depressed than occupational therapy students; (2) nursing students were more anxious than occupational therapy and social work students; (3) occupational therapy students had more positive attitudes towards mental health than the others; and (4) nursing students worried about their own reputation associated with their family more than counselling students. Self-compassion was the strongest predictor of mental health in all groups; however, the effect sizes varied: largest in nursing and smallest in social work students. Findings will help inform effective interventions for students in each healthcare discipline.

Managing healthcare employees' burnout through micro aspects of corporate social responsibility: A public health perspective

Background

Globally, an increasing number of healthcare workers (HCW) suffer from the issue of burnout (BO) annually. The critical issue of BO undermines the capacity of HCW to deliver superior healthcare services on the one end, it negatively affects the mental health of HCW on the other hand. Although HCW in developed and developing countries face the risk of BO, however, this issue is more critical in developing countries due to poor infrastructure, resources and social inequalities. The BO syndrome has recently been recognized as a public health concern, and new approaches are required to manage this epic, especially in healthcare management, effectively. In this respect, past research recognizes the role of corporate social responsibility (CSR) in influencing employee outcomes. Especially the micro aspects of CSR (MCSR) have recently received growing attention from academicians and practitioners. However, most existing MCSR investigations relate to the positive aspects of individual psychology, leaving the terrain unattended on how MCSR can help employees in reducing negative work outcomes for example, BO. To close this critical gap, the basic aim of this study is to investigate the relationship between MCSR and BO. Further, to understand the underlying mechanism of how and why MCSR may reduce employees' BO, this study introduces two mediators, work engagement (WE) and intrinsic motivation (IM) and one moderator, compassion at work (CW).

Method

The data for the current study were gathered randomly from HCW serving in different hospitals of a developing country. Specifically, we collected the data in three separate waves. A self-administered questionnaire was used as a data collection instrument by following a paper-pencil methodology. The response rate in this study remained close to 64%. Both male and female HCW participated in this study. We validated the hypothesized relationships with the help of structural equation modeling in AMOS software.

Results

The results confirmed that MCSR negatively predicts BO, and WE and IM mediated this relationship. Moreover, the moderating effect of CW was also confirmed.

Conclusion

The findings of this study help healthcare administrators to mitigate the epic of BO among HCW by carefully planning and executing MCSR policies.

A Moderated Mediation Model of Academic Supervisor Developmental Feedback and Postgraduate Student Creativity: Evidence from China

Academic supervisors plays a significant role in the cultivation of postgraduate students, but little is known about how academic supervisor feedback affects their creativity. This study hypothesizes and tests a moderated mediation model to explore how and when academic supervisor developmental feedback (ASDF) affects postgraduate student creativity (PSC), including the mediating effect of intrinsic motivation and the moderating effect of creative self-efficacy. After collecting three-wave time-lagged data from 374 postgraduate students and their academic supervisors, SPSS and Amos software were used to test the research hypotheses and the whole model. The results show that ASDF is positively related to intrinsic motivation and PSC. Intrinsic motivation not only has a positive effect on PSC, but it also plays a mediating role in the relationship between ASDF and PSC. Creative self-efficacy plays a moderating role in the relationships between ASDF, intrinsic motivation, and PSC, that is, ASDF can cause postgraduate students with high creative self-efficacy to develop higher levels of intrinsic motivation than those with low creative self-efficacy, which ultimately leads to more PSC. These findings not only enrich the literature on feedback, motivation, and creativity research in the field of education, but also provide some suggestions for promoting PSC from the perspective of universities, academic supervisors, and postgraduate students.

Mental Well-Being of Czech University Students: Academic Motivation, Self-Compassion, and Self-Criticism

University students in the Czech Republic suffer from a low level of mental well-being. Research in other university student populations suggests that academic motivation, self-compassion, and self-criticism are strongly related to mental well-being. Students who are motivated to study, are kind toward themselves, and are less judgmental of themselves tend to have a high level of mental well-being. These relationships had not been evaluated in Czech students. Accordingly, this cross-sectional study aimed to evaluate the relationships between mental well-being, academic motivation (intrinsic motivation, extrinsic motivation, and amotivation), self-compassion (self-reassurance) and self-criticism (self-inadequacy and self-hate). Of 130 students approached, a convenience sampling of 119 psychology students at a university in the Czech Republic completed a survey regarding these constructs. Correlation, regression, and path analyses were conducted. Mental well-being was positively associated with intrinsic motivation and self-compassion, and negatively associated with amotivation and self-criticism. Self-compassion was identified as the strongest predictor of mental well-being. Lastly, intrinsic motivation mediated the pathway from self-compassion to mental well-being, but not the one from self-inadequacy to mental well-being, and the one from self-hate to mental well-being. Our findings can help educators to identify effective means to protect students' mental well-being. Cultivating students' self-compassion may be helpful to protect their mental well-being. University staff and educators in the Czech Republic need to consider ways to embed self-compassion training into their students' programmes or university life.

Academic Motivation of Indonesian University Students: Relationship with Self-Compassion and Resilience

Academic motivation is an important construct for university students, associated with student wellbeing and academic performance. Students who are motivated tend to feel and perform well. Self-compassion, that is kindness and understanding towards oneself in difficult times, and resilience, an ability to bounce back from difficulties, are also associated with student wellbeing and academic achievement. However, how these variables are related to each other has not been evaluated in Indonesian university students. Indonesian higher education has rapidly developed, focusing on student achievement while their wellbeing suffers. Understanding how academic motivation is linked with self-compassion and resilience can inform an effective way to augment their motivation. Accordingly, this cross-sectional study evaluated the relationship among these three variables. An opportunity sample of 156 students in Indonesia completed measures about those three constructs. Correlation, regression and moderation analyses were used. Intrinsic motivation was positively associated with extrinsic motivation and resilience. Amotivation was negatively associated with self-compassion and resilience. Self-compassion was positively associated with resilience. Both self-compassion and resilience predicted all three types of motivation apart from self-compassion for intrinsic motivation. Lastly, self-compassion nor resilience moderated the pathway from extrinsic motivation to intrinsic motivation. Resilience interventions are recommended for Indonesian students to maintain intrinsic motivation. Our findings will help educators and wellbeing staff to identify helpful ways to support healthful motivation in this student population that is undergoing drastic changes.

Emotion differentiation and negative emotional states: the mediating role of perceived academic control and the moderated effect of intrinsic motivation

University students experience academic pressure, fatigue, and changes in their everyday and social lives during their transition into college. This study explored variables that influenced first-year students' stress, anxiety, and depression at a university in Chile. The remnant of long-term social unrest, which emerged at the end of the dictatorship in 1990, has lasted for more than three decades. It is present in the education sector and might reflect the negative emotional states that Chilean students still experience. In this way, students' capacity to distinguish and to regulate stress, anxiety, and depression is crucial, especially in contexts where intense negative emotional states occur; thus, more research is needed to achieve a richer understanding in academic settings. The study involved testing hypotheses over 6 months to undertake a regression-based path analysis using simple mediation and moderated mediation analysis. Results revealed that students' perceptions of their academic control mediated the relationship between their factor differentiation of emotional experiences and stress, anxiety, and depression. The indirect effect was statistically significantly moderated by intrinsic motivation. Consequently, the effect of their ability to differentiate emotions on stress, anxiety, and depression through the mediator changed due to the levels of intrinsic motivation. Implications and recommendations are discussed.

Mental Health of Japanese Workers: Amotivation Mediates Self-Compassion on Mental Health Problems

Workplace mental health is a cause for concern in many countries. Globally, 78% of the workforce experienced impairment of their mental health in 2020. In Japan, more than half of employees are mentally distressed. Previously, research has identified that self-compassion (i.e., being kind and understanding towards oneself) and work motivation were important to their mental health. However, how these three components relate to each other remains to be elucidated. Accordingly, this study aimed to examine the relationship between mental health problems, self-compassion and work motivation (i.e., intrinsic motivation, extrinsic motivation and amotivation). A cross-sectional design was employed, where 165 Japanese workers completed self-report scales regarding those three components. A correlation and path analyses were conducted. Mental health problems were positively associated with amotivation and negatively associated with age and self-compassion. While intrinsic motivation and extrinsic motivation did not mediate the impact of self-compassion on mental health problems, amotivation did. The findings can help managers and organizational psychologists help identify effective approaches to improving work mental health.

Comparison of Academic Motivation between Business and Healthcare Students in Online Learning: A Concurrent Nested Mixed-Method Study

While the demand for online education and the diversity of online students have been increasing worldwide, how online students motivate themselves to continuously engage in learning remains to be appraised. Research in the face-to-face contexts reports that academic motivation is central to student success and wellbeing, and the type of motivation can differ by subject. In particular, the motivation of business students and healthcare students can differ considerably. This study aimed to understand the motivation of online students, and compare them between business and healthcare students using a concurrent nested mixed-method design with correlation and thematic analyses. A survey regarding motivation, learning enjoyment, and study willingness was responded to by 120 online students (61 business and 59 healthcare). Business students were associated with extrinsic motivation, whereas healthcare students were associated with intrinsic motivation. While students in both groups enjoyed the pursuit of knowledge, healthcare students valued the process and accomplishment, whereas business students regarded education as steppingstones in their careers. Findings can help educators develop effective motivational support for these student groups.

Mental Wellbeing of Indonesian Students: Mean Comparison with UK Students and Relationships with Self-Compassion and Academic Engagement

The number of Indonesian students in higher education has been increasing rapidly. However, many Indonesian university students report experiencing mental distress. Research on student wellbeing found that self-compassion (i.e., being kind towards oneself in challenging times) and academic engagement (i.e., a commitment and purposeful effort toward study) are essential to students’ mental wellbeing. With the present study, we aimed to assess the mental wellbeing of Indonesian students. A convenience sample of 156 Indonesian students completed self-report measures on mental wellbeing, self-compassion and academic engagement (consisting of vigour, dedication and absorption). To contextualise their mental wellbeing, data from Indonesian students were compared with those from 145 UK students using Welch t-tests. Correlation, regression and mediation analyses were then performed to examine the relationships among these variables. Indonesian students had higher levels of self-compassion and absorption and a lower level of dedication than UK students. Self-compassion and academic engagement explained 36% of variance in mental wellbeing. Self-compassion and vigour were identified as significant predictors of mental wellbeing, whereas self-compassion was the strongest predictor. Lastly, vigour did not mediate the pathway from self-compassion to mental wellbeing. Interventions to support self-compassion and academic engagement, especially vigour, in Indonesian students are recommended to support their mental wellbeing.

An Undergraduate Interprofessional Experience with Self-Learning Methodology in Simulation Environment (MAES©): A Qualitative Study

This article describes the impact that a Self-learning Methodology in Simulated Environments can have on Interprofessional Education within a Crisis Resource Management simulated scenario. We used a qualitative approach. It is divided into three phases: study and design, plan of action, and analysis and evaluation. During the first phase of the study, there emerged a poor use of Interprofessional Education in the nursing and medical degrees, and it became apparent that there was a need for an implementation. Due to the possibility for better training for both technical and non-technical skills within Crisis Resource Management, a simulation scenario within this setting has been established as a learning baseline objective. The technique used to develop the scenario in the second phase of the study was the Self-learning Methodology in Simulated Environments. Its structure, comprising six items, was previously demonstrated in the literature as appropriate for healthcare degree students. The main result of the third phase shows an overall acceptance of an Interprofessional Education within Self-learning Methodology in Simulated Environments during the practice of a Crisis Resource Management scenario. The integrated application of a Self-learning Methodology in Simulated Environments, Interprofessional Education, and Crisis Resource Management result in a synergistic combination that allows students to share knowledge, technical, and non-technical skills using an innovative learning method.

Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions

Online learning has given access to education for diverse populations including students with disabilities. In our university, the ratio of students with disabilities is substantially higher in the online programmes than face-to-face. Online learning provides high accessibility though it can result in a lonely experience. Accordingly, this study aimed to appraise the first-hand experience and understanding of loneliness in online students with disabilities (OSWD), and to discuss possible solutions. Thematic analysis on semi-structured interviews attended by nine OSWD identified: 'Self-paced study can reduce stigma but cause loneliness (Theme 1)', 'Loneliness and social difficulties relate to misunderstanding of disability (Theme 2)', and 'Activities, events and staff for informal socialisation are needed (Theme 3)'. As the demand for online learning is further expanded due to the current global pandemic, our findings will be helpful for online learning institutions worldwide to establish effective strategies to reduce loneliness in OSWD.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1186/s41239-021-00301-x.