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Davies E. Health simulation through the lens of self-determination theory - opportunities and pathways for discovery. Adv Simul (Lond) 2024; 9:31. [PMID: 39039553 PMCID: PMC11265461 DOI: 10.1186/s41077-024-00304-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2024] [Accepted: 07/13/2024] [Indexed: 07/24/2024] Open
Abstract
Health simulation is broadly viewed as an appealing, impactful, and innovative enhancement for the education and assessment of health professions students and practitioners. We have seen exponential and global growth in programmes implementing simulation techniques and technologies. Alongside this enthusiasm and growth, the theoretical underpinnings that might guide the efficacy of the field have not always been considered. Many of the principles that guide simulation design, development and practice have been intuited through practical trial and error. In considering how to retrofit theory to practice, we have at our disposal existing theories that may assist with building our practice, expertise, identity as a community of practice, authority and legitimacy as a field. Self-determination theory (SDT) is an established and evolving theory that examines the quality of motivation and human behaviours. It has been applied to a variety of contexts and provides evidence that may support and enhance the practice of health simulation. In this paper, SDT is outlined, and avenues for examining the fit of theory to practice are suggested. Promising links exist between SDT and health simulation. Opportunities and new pathways of discovery await.
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Affiliation(s)
- Ellen Davies
- Adelaide Health Simulation, Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, Australia.
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West M, Rice S, Vella-Brodrick D. Adolescent Social Media Use through a Self-Determination Theory Lens: A Systematic Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:862. [PMID: 39063439 PMCID: PMC11277189 DOI: 10.3390/ijerph21070862] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2024] [Revised: 06/25/2024] [Accepted: 06/26/2024] [Indexed: 07/28/2024]
Abstract
BACKGROUND Social media is an integral part of adolescents' lives and has a strong influence on development and wellbeing. Research examining adolescent social media use and wellbeing is confusing as findings are inconsistent, inconclusive and contradictory. To address this issue, digital wellbeing scholars recommend that researchers adopt a theoretical approach with the aim of increasing meaningfulness and applicability of findings. Hence, this review applies self-determination theory to investigate how adolescent social media use supports and thwarts the basic psychological needs of relatedness, autonomy and competence. Satisfaction of all three psychological needs is essential for optimal development and wellbeing. METHODS A scoping review was conducted using a systematic search of five databases relating to adolescent social media use. The preferred items for systematic review and meta-analysis protocols (extension for scoping reviews) was applied resulting in 86 included studies. RESULTS Adolescent social media use both supports and thwarts relatedness, autonomy and competence. The findings highlighted how different aspects of adolescent social media use (including intra-personal, inter-personal, situational and environmental factors) contribute to the satisfaction and frustration of basic psychological needs. CONCLUSIONS This review illustrates how social media can be both beneficial and detrimental to satisfying the basic psychological needs of relatedness, autonomy and competence. This is important when considering that if psychological needs are satisfied or frustrated in adolescence, the repercussions can have a cascading effect throughout adulthood. This review identifies gaps in the literature and provides suggestions for future research.
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Affiliation(s)
- Monique West
- Centre for Wellbeing Science, University of Melbourne, Melbourne 3010, Australia;
| | - Simon Rice
- Centre for Youth Mental Health, University of Melbourne, Melbourne 3010, Australia;
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Shin Y, Rho J, Cho M, Lee M, Kang YJ, Ihm J. Unraveling motives: identifying the impact of university attendance motives on learning behaviors among dental students. BMC Psychol 2024; 12:347. [PMID: 38877596 PMCID: PMC11177508 DOI: 10.1186/s40359-024-01846-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2024] [Accepted: 06/06/2024] [Indexed: 06/16/2024] Open
Abstract
PURPOSE Students report various motives for attending university (MAU) grouped under five categories, namely, personal-intellectual development (PER), humanitarian (HUM), careerist-materialist (CAR), expectation-driven (EXP), and uncertain motives. Although the literature demonstrates that these motives exert an influence on learning and achievement, relatively less attention is given to this issue in the context of dental students. This study aimed to examine the relationship among the mindsets, MAU, academic engagement (AE), and DAL of dental students and to test the mediating effect of AE on the relationship between MAU and deep approach to learning (DAL). METHODS The study recruited 226 dental students at various levels of the curriculum, who responded to four questionnaires for measuring MAU, DAL, mindsets, and AE. The study employed structural equation modeling to analyze the mediation effects of AE on the relationship between MAU and DAL and to determine the influence of mindsets on MAU. RESULTS This model reveals the significant relationships of a growth mindset with CAR, PER, and HUM. Moreover, the study finds that a fixed mindset was associated with CAR, EXP, and uncertain motives. Furthermore, AE only fully mediated the significant positive relationship between PER and DAL, whereas CAR negatively predicted DAL without a mediator. CONCLUSIONS These findings suggest that administering the inventories in a dental school setting can facilitate a more comprehensive understanding of students' mindsets toward learning and effective processes related to learning. This understanding can inform instructors' pedagogical practices, enabling them to provide more effective guidance to students navigating the complexities of academic coursework.
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Affiliation(s)
- Yongmin Shin
- Dental Research Institute, School of Dentistry, Seoul National University, Gwanak-ro 1, Gwanak-gu, Seoul, Republic of Korea
| | - Jaehee Rho
- Department of Education, College of Educational Science, Yonsei University, Seoul, Korea
| | - Minhae Cho
- School of Social Work, University of Memphis, Memphis, USA
| | - Minjung Lee
- Yale School of Nursing, Yale University, New Haven, CT, USA
| | - Ye Ji Kang
- Department of Medical Education, Hanyang University College of Medicine, Seoul, Korea
| | - Jungjoon Ihm
- Dental Research Institute, School of Dentistry, Seoul National University, Gwanak-ro 1, Gwanak-gu, Seoul, Republic of Korea.
- Department of Dental Education, Seoul National University, Seoul, South Korea.
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Andrews HE, Hedley D, Bury SM. The Relationship Between Autistic Traits and Quality of Life: Investigation of Indirect Effects Through Self-Determination. AUTISM IN ADULTHOOD 2024; 6:177-191. [PMID: 39139507 PMCID: PMC11317804 DOI: 10.1089/aut.2022.0117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/15/2024]
Abstract
Background Self-determination, described broadly as experiencing causal agency, is positively associated with quality of life (QoL) and increases through satisfaction of three basic psychological needs: autonomy (feeling able to make choices free from pressure), competence (perceived self-efficacy), and relatedness (social connection). Both unsupportive environments and challenges with social interaction can interfere with satisfaction of psychological needs. Social challenges are a key trait for autism diagnosis, and unsupportive environments are also known to adversely affect QoL for autistic people. Autistic people report, on average, lower self-determination than non-autistic people. Therefore, it is hypothesized that higher levels of autistic traits may reduce opportunities to develop self-determination, affecting QoL. Methods We tested a parallel indirect effects model where we hypothesized that the relationships between autistic traits and four domains of QoL (psychological, social, physical, and environmental) would be indirectly influenced through self-determination (represented through satisfaction of the basic psychological needs for autonomy, competence, and relatedness). This study drew participants from the general population (N = 262; M AGE = 37.6, standard deviation = 11.92; 1.9% reported an autism diagnosis and 2.7% identified as autistic without a diagnosis). Participants completed an online survey. Results Higher levels of autistic traits were associated with lower levels of self-determination and lower levels of QoL, and there was a significant indirect effect between autistic traits and QoL via self-determination. More specifically, we found a significant indirect effect between autistic traits and all QoL domains via competence; between autistic traits and the environmental, social, and psychological QoL domains via relatedness; and between autistic traits and the physical and environmental QoL domains through autonomy. Conclusions Our results suggest that supporting satisfaction of the needs for autonomy, competence, and relatedness may represent an important element in designing effective programs to support the development of self-determination in people with higher levels of autistic traits (potentially including autistic individuals) and also to support these people to improve their QoL.
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Affiliation(s)
- Helen E. Andrews
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Darren Hedley
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Simon M. Bury
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
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Chen W, Sun Y, He Y. The Relationship between Parental Autonomy Support and Children's Self-Concept in China-The Role of Basic Psychological Needs. Behav Sci (Basel) 2024; 14:415. [PMID: 38785906 PMCID: PMC11117511 DOI: 10.3390/bs14050415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2024] [Revised: 05/08/2024] [Accepted: 05/08/2024] [Indexed: 05/25/2024] Open
Abstract
This study aimed to investigate the relationship between parental autonomy support and children's self-concept, and to explore the role of basic psychological needs in Chinese primary schools from the perspective of self-determination theory. A total of 3109 children aged 6-13 years participated in eastern China. The results indicated a significant correlation between parental autonomy support, basic psychological needs, and children's self-concept. Basic psychological needs play a partial mediating role between parental autonomy support and children's self-concept. Specifically, autonomy support varied by need types whereas parental control steadily played a negative predictive role. Parental autonomy support and control predicted children's self-concept differently through three basic psychological needs, with differences across gender and grades. Boys and elder children had stronger relationships to competence needs, while girls were sensitive to autonomy needs; in addition, both of them were sensitive to relatedness needs. The mediating effects model and cross-group analyses revealed the complex predictive role of parental autonomy support on children's self-concept in China, providing an effective entry point for cross-cultural research and family education to improve children's psychological well-being.
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Affiliation(s)
| | - Ying Sun
- School of Education, Tianjin University, Tianjin 300350, China;
| | - Yiqing He
- School of Education, Tianjin University, Tianjin 300350, China;
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Henrique-Sanches BC, Cecilio-Fernandes D, Costa RRDO, Almeida RGDS, Etchegoyen FF, Mazzo A. Implications of clinical simulation in motivation for learning: scoping review. EINSTEIN-SAO PAULO 2024; 22:RW0792. [PMID: 38695476 PMCID: PMC11081016 DOI: 10.31744/einstein_journal/2024rw0792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Accepted: 01/15/2024] [Indexed: 05/12/2024] Open
Abstract
OBJECTIVE To identify, synthesize, and analyze the scientific knowledge produced regarding the implications of using clinical simulation for undergraduate nursing or medical students' motivation for learning. METHODS The search for articles was conducted between July 28 and August 3, 2022, on the PubMed/MEDLINE, Scopus, Web of Science, and SciELO databases. The following was used for the search: P - undergraduate students attending Nursing or Medicine courses; C - motivation for learning, and C - skills and clinical simulation laboratory. The following research question guided the study: "What are the implications of clinical simulation on the motivation for learning of undergraduate students of nursing and medicine?" Of the 1,783 articles found, 13 were included in the sample for analysis. All stages of the selection process were carried out by two independent evaluators. The results were presented as charts and a discursive report. RESULTS The studies analyzed indicated the beneficial effects of clinical simulation on students' motivation, in addition to other gains such as competencies, technical and non-technical skills, knowledge, belonging, autonomy, clinical judgment, critical and reflective thinking, self-efficacy and decreased anxiety, self-management, and improvements in learning and learning climate. CONCLUSION Clinical simulation provides a positive learning environment favorable to the development of technical and interpersonal skills and competencies, and raising the level of motivational qualities.
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Affiliation(s)
- Barbara Casarin Henrique-Sanches
- Universidade de São PauloEscola de Enfermagem de Ribeirão PretoRibeirão PretoSPBrazilEscola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brazil.
| | - Dario Cecilio-Fernandes
- Universidade Estadual de CampinasCampinasSPBrazilUniversidade Estadual de Campinas, Campinas, SP, Brazil.
| | | | | | - Federico Ferrero Etchegoyen
- Universidade Nacional de La PlataFaculdade de Ciências MédicasBuenos AiresArgentinaUniversidade Nacional de La Plata, Faculdade de Ciências Médicas, Buenos Aires, Argentina.
| | - Alessandra Mazzo
- Universidade de São PauloBauruSPBrazilUniversidade de São Paulo, Bauru, SP, Brazil.
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Wu J, Olson JL, Brunke-Reese D, Lagoa CM, Conroy DE. Wearable device adherence among insufficiently-active young adults is independent of identity and motivation for physical activity. J Behav Med 2024; 47:197-206. [PMID: 37642938 PMCID: PMC10902189 DOI: 10.1007/s10865-023-00444-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2023] [Accepted: 08/09/2023] [Indexed: 08/31/2023]
Abstract
Wearable devices are increasingly being integrated to improve prevention, chronic disease management and rehabilitation. Inferences about individual differences in device-measured physical activity depends on devices being worn long enough to obtain representative samples of behavior. Little is known about how psychological factors are associated with device wear time adherence. This study evaluated associations between identity, behavioral regulations, and device wear adherence during an ambulatory monitoring period. Young adults who reported insufficient physical activity (N = 271) were recruited for two studies before and after the SARS-COVID-19 pandemic declaration. Participants completed a baseline assessment and wore an Actigraph GT3X + accelerometer on their waist for seven consecutive days. Multiple linear regression indicated that wear time was positively associated with age, negatively associated with integrated regulation for physical activity, and greater after (versus before) the pandemic declaration. Overall, the model accounted for limited variance in device wear time. Exercise identity and exercise motivation were not associated with young adults' adherence to wearing the physical activity monitors. Researchers and clinicians can use wearable devices with young adults with minimal concern about systematic motivational biases impacting adherence to device wear.
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Affiliation(s)
- Jingchuan Wu
- Department of Kinesiology, The Pennsylvania State University, University Park, Pennsylvania, PA, USA
| | - Jenny L Olson
- Department of Kinesiology, The Pennsylvania State University, University Park, Pennsylvania, PA, USA
- Department of Public Health Sciences, The Pennsylvania State University, Hershey, PA, USA
| | - Deborah Brunke-Reese
- Department of Kinesiology, The Pennsylvania State University, University Park, Pennsylvania, PA, USA
| | - Constantino M Lagoa
- School of Electrical Engineering & Computer Science, The Pennsylvania State University, University Park, Pennsylvania, PA, USA
| | - David E Conroy
- Department of Kinesiology, The Pennsylvania State University, University Park, Pennsylvania, PA, USA.
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Lee U, Mills DJ. Assessing the Link Between General Causality Orientations and Problem Gambling, and the Mediational Role of Nonattachment, Greed, and Anhedonia. J Gambl Stud 2024:10.1007/s10899-024-10290-x. [PMID: 38493429 DOI: 10.1007/s10899-024-10290-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/24/2024] [Indexed: 03/19/2024]
Abstract
Gambling is common in the US, yet nearly one in three players experience gambling-related problems. Using Self-Determination Theory, this study explores how three causality orientations-autonomous, controlled, and impersonal-affect the severity of problem gambling. The study further investigates the mediating roles of nonattachment, dispositional greed, and anhedonia to illuminate how these orientations relate to problem gambling. The data from 675 participants (59% male; Mean age = 40.4 years, SD = 12.9) via Amazon's Mechanical Turk were collected following a screening procedure to identify at-risk players. Findings showed that dispositional greed mediated the impact of a controlled orientation on problem gambling severity, while anhedonia mediated the effect of impersonal orientation. Unexpectedly, nonattachment did not explain the effect of autonomous orientation on problem gambling, though a negative association was still observed. This research enhances understanding of how individual differences and causality orientations contribute to problem gambling behavior. The implications are discussed.
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Affiliation(s)
- Uibin Lee
- Department of Community, Family, and Addiction Sciences, College of Human Sciences, Texas Tech University, P.O. Box 41250, Lubbock, TX, 79409-1250, USA.
| | - Devin J Mills
- Department of Community, Family, and Addiction Sciences, College of Human Sciences, Texas Tech University, P.O. Box 41250, Lubbock, TX, 79409-1250, USA
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Lan X, Ma C. Narcissism Moderates the Association Between Autonomy-Supportive Parenting and Adolescents' Prosocial Behavior. J Youth Adolesc 2024; 53:632-655. [PMID: 38147189 PMCID: PMC10838263 DOI: 10.1007/s10964-023-01933-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Accepted: 12/07/2023] [Indexed: 12/27/2023]
Abstract
Prior research has separately investigated the associations of autonomy-supportive parenting and narcissism with adolescents' prosocial behavior, but their joint relationships with prosocial behavior have been rarely examined. The present research aimed to expand the existing literature by scrutinizing the main and interactive associations of autonomy-supportive parenting and narcissism with adolescents' prosocial behavior. In so doing, a series of four studies (collectively N = 2023), combining cross-sectional, longitudinal, and experimental designs, were conducted. The adolescents' mean age varied from 12.42 to 15.70 years, with a balanced representation of the sexes in those studies. Converging results across four studies showed that high narcissism magnified the positive association between autonomy-supportive parenting and adolescents' prosocial behavior. The interaction pattern presented also suggested adolescents with high narcissism scores were more affected than others-both for better and for worse-by autonomy-supportive parenting, although this interaction might be specific to particular facets of prosocial behavior. These results were robust after adjusting for a few key covariates and survived a set of additional analyses. The present findings provide a novel avenue to explain individual differences linking prosocial behavior with those two factors and further advance precise, individualized strategies to promote adolescents' prosocial behavior.
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Affiliation(s)
- Xiaoyu Lan
- Promenta Research Center, Department of Psychology, University of Oslo, Oslo, Norway.
| | - Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
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Lafiatoglou P, Ellis-Hill C, Gouva M, Ploumis A, Mantzoukas S. Older adults' lived experiences of physical rehabilitation for acquired brain injury and their perceptions of well-being: A qualitative phenomenological study. J Clin Nurs 2024; 33:1134-1149. [PMID: 38014630 DOI: 10.1111/jocn.16939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 10/06/2023] [Accepted: 11/13/2023] [Indexed: 11/29/2023]
Abstract
AIM To explore the experiences of older adults (65+) living with acquired brain injury regarding their sense of well-being during physical rehabilitation within the Greek Healthcare System. BACKGROUND With the increasing ageing population and the life-changing effects of acquired brain injury, there is a need to focus on care for older people and their potential to live well. Rehabilitation systems deserve greater attention, especially in improving the well-being of those who are using them. DESIGN A qualitative study design with a hermeneutic phenomenological approach was used. METHODS Fourteen older adults living with acquired brain injury and undergoing physical rehabilitation in Greece were purposively sampled. Semi-structured interviews were conducted to collect data and were thematically analysed using van Manen's and Clarke and Braun's methods. The COREQ checklist was followed. RESULTS Four themes emerged from the analysis: (1) Challenges of new life situation, (2) Seeking emotional and practical support through social interaction, (3) Identifying contextual processes of rehabilitation, (4) Realising the new self. CONCLUSIONS The subjective experiences, intersubjective relations and contextual conditions influence the sense of well-being among older adults living with acquired brain injury, thus impacting the realisation of their new self. The study makes the notion of well-being a more tangible concept by relating it to the degree of adaptation to the new situation and the potential for older adults to create a future whilst living with acquired brain injury. RELEVANCE FOR CLINICAL PRACTICE Identifying the factors that impact older adults' sense of well-being during rehabilitation can guide healthcare professionals in enhancing the quality of care offered and providing more dignified and humanising care. PATIENT OR PUBLIC CONTRIBUTION Older adults living with acquired brain injury were involved in the study as participants providing the research data.
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Affiliation(s)
- Panagiota Lafiatoglou
- Department of Nursing, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Caroline Ellis-Hill
- Faculty of Health and Social Sciences, Bournemouth University, Bournemouth, UK
| | - Mary Gouva
- Department of Nursing, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Avraam Ploumis
- Department of Medicine, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Stefanos Mantzoukas
- Department of Nursing, School of Health Sciences, University of Ioannina, Ioannina, Greece
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Høeg ER, Van der Kaap-Deeder J. Beyond Intrinsic Motivation: Why Researchers Should Consider the Full Motivation Continuum in Games for Health Research. Games Health J 2024; 13:1-4. [PMID: 37788449 DOI: 10.1089/g4h.2023.0100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/05/2023] Open
Abstract
Research within the domain of games for health has predominantly focused on individuals' intrinsic motivation characterized by an inherent enjoyment of the activity. Despite the apparent benefits of intrinsic motivation, we argue that it is imperative to adopt a more nuanced and refined perspective on motivation. Relying on the motivation continuum as outlined within Self-Determination Theory, research within this domain needs to distinguish between both intrinsic and extrinsic (i.e., external, introjected, identified, and integrated regulation) types of motivation. Researchers should, therefore, embrace instruments that assess a broader continuum of motivation rather than just intrinsic motivation alone. By doing so, future research can yield more insight into what fosters autonomous forms of motivation in the field of health-related games, including intrinsic and identified and integrated regulation.
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Affiliation(s)
- Emil Rosenlund Høeg
- Department of Architecture, Design and Media Technology, Aalborg University, Copenhagen, Denmark
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Dobrovolska A. Professional self-determination of future doctors: priorities in conditions of the war in Ukraine. WIADOMOSCI LEKARSKIE (WARSAW, POLAND : 1960) 2024; 77:811-820. [PMID: 38865641 DOI: 10.36740/wlek202404129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2024]
Abstract
OBJECTIVE Aim: Our goal was to find out the dynamics of the levels of professional self-determination of the higher medical education applicants who acquire information technology competence within the learning of 'Medical Informatics' and 'Modern Information Technologies in Medicine' during the war in Ukraine and investigate how the professional self-determination of future doctors develops. PATIENTS AND METHODS Materials and Methods: The questionnaire for the survey consisted of 15 questions. 382 future specialists covered the questionnaire survey. All respondents studied majoring in 222 'Medicine' at the medical faculty of the Ivano-Frankivsk National Medical University. The results of this research we evaluated according to the defined algorithm. RESULTS Results: We established that under the condition of the formation of information technology competence, during the war there is a positive dynamic of the professional self-determination levels and their quality as the cognitive-reflexive component of future doctors' readiness to use digital technologies in their professional activity and there is also a change in the priorities of professional self-determination. CONCLUSION Conclusions: In extreme conditions, during the war in Ukraine, the future doctors as subjects of professional activity who use digital technologies within the information technology competence which formed during the learning of 'Medical Informatics' and 'Modern Information Technologies in Medicine' changed the priorities of professional self-determination, the quality of the levels of which has improved.
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Affiliation(s)
- Anna Dobrovolska
- IVANO-FRANKIVSK NATIONAL MEDICAL UNIVERSITY, IVANO-FRANKIVSK, UKRAINE
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Dobrovolska A. Professional self-determination of future dentists in the modern realities of Ukraine. WIADOMOSCI LEKARSKIE (WARSAW, POLAND : 1960) 2024; 77:557-565. [PMID: 38691800 DOI: 10.36740/wlek202403126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2024]
Abstract
OBJECTIVE Aim: To research how the future dentists' professional self-determination (reflects the cognitive-reflexive component of higher medical education applicants' readiness to use digital technologies in their professional activities) develops within the formation of information technology competence in the modern realities of Ukraine. PATIENTS AND METHODS Materials and Methods: The author's questionnaire consisted of 15 questions. The questionnaire surveys covered 98 future dentists who studied 'Medical Informatics' and 'Information Technology in Dentistry' at the Ivano-Frankivsk National Medical University in the September-December 2017-2018 and September- December 2022-2023 academic years. The research results were assessed according to the algorithm described. The research used such methods as analysis, synthesis, comparison, concretisation, systematisation, and generalisation, as well as methods of mathematical statistics for evaluating data, namely correlation analysis, Kolmogorov-Smirnov test, Cronbach's alpha, Fisher's test (F-test of equality of variances), Student's t-test and ranking. RESULTS Results: The research found positive dynamics of the professional self-determination levels (in 2022 compared to 2017, the low level decreased by 20.5%, the satisfactory level - by 19.0%, the average level increased by 20.6%, the high level - by 18.9%) and their quality, which within the research increased by 39.5%. CONCLUSION Conclusions: By forming information technology competence, future dentists changing the priorities of professional self-determination in the modern realities of Ukraine and acquiring readiness (within the cognitive-reflexive component) to use digital technologies in professional activities.
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Affiliation(s)
- Anna Dobrovolska
- IVANO-FRANKIVSK NATIONAL MEDICAL UNIVERSITY, IVANO-FRANKIVSK, UKRAINE
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Ma C, Ma Y, Wang Y, Lan X. Bullying Victimization and Internalizing Problems among Adolescents: A Moderated Mediation Model of Peer Autonomy Support and Self-Esteem. J Genet Psychol 2024; 185:18-35. [PMID: 37661694 DOI: 10.1080/00221325.2023.2252478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Accepted: 08/23/2023] [Indexed: 09/05/2023]
Abstract
The present study employed the social-ecological diathesis-stress model as a theoretical framework to extend previous research by examining the underlying mechanism and conditional process that contribute to the positive association between bullying victimization and internalizing problems among adolescents. A moderated mediation model involving peer autonomy support and self-esteem was tested using a sample of 1723 adolescents (50.7% girls; M age = 12.79, SD = 1.58), who completed questionnaires assessing internalizing problems, bullying victimization, peer autonomy support, and self-esteem. The findings revealed that self-esteem partially mediated the positive association between bullying victimization and adolescents' internalizing problems. Specifically, bullying victimization was inversely related to self-esteem, which, in turn, was negatively associated with internalizing problems. Further moderation analyses demonstrated that these direct and indirect associations varied based on levels of peer autonomy support. Simple slope analyses specifically indicated that (a) peer autonomy support buffered against the negative association of bullying victimization with self-esteem and internalizing problems, and (b) peer autonomy support mitigated the negative association of self-esteem with internalizing problems. The elucidation of this mechanism and conditional process holds important implications for early interventions and prevention efforts aimed at mitigating the detrimental association of bullying victimization with adolescents' healthy emotional functions.
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Affiliation(s)
- Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Youpeng Wang
- Department of Petrochemical Engineering, Lanzhou Petrochemical University of Vocational Technology, Lanzhou, China
| | - Xiaoyu Lan
- Promenta Research Center, Department of Psychology, University of Oslo, Oslo, Norway
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Van de Velde J, Levecque K, Weijters B, Laureys S. Doing what matters in times of stress: No-nonsense meditation and occupational well-being in COVID-19. PLoS One 2023; 18:e0292406. [PMID: 37910465 PMCID: PMC10619828 DOI: 10.1371/journal.pone.0292406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Accepted: 09/19/2023] [Indexed: 11/03/2023] Open
Abstract
While the COVID-19 pandemic challenged the general public's health and well-being, it exacerbated the pre-existing well-being issues in the educational sector in many countries. Mindfulness-based interventions are often applied to protect and promote occupational well-being. To investigate how the well-being benefits of these interventions arise, we selected one accessible technique that is used in most of them: focused attention meditation. In the middle of the COVID-19 pandemic, 199 teachers voluntarily practiced five to ten minutes of meditation together with their pupils, every morning for six months. We employed a three-wave longitudinal design to follow any changes in the meditating teachers' well-being and compared these changes to a waitlist control condition of 42 teachers. Three dimensions of well-being were measured at baseline, half-time, and post-intervention: emotional, cognitive, and physical well-being. Latent growth curve models revealed that the meditation technique not only improves well-being but also prevents the development of well-being problems. The practice of focused attention meditation resulted in improvements in emotional and physical well-being and prevented the development of cognitive well-being problems that were observed within the control condition. The effects were strongest for emotional and cognitive well-being and followed a linear trend. This paper shows that the well-being effects of mindfulness-based interventions are at least in part due to the focused attention meditation that is practiced in them. Occupational groups that experience emotional, cognitive, or physical well-being issues can benefit from a few minutes of focused attention meditation per day. Trial registration: ISRCTN ISRCTN61170784 (https://doi.org/10.1186/ISRCTN61170784).
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Affiliation(s)
| | - Katia Levecque
- Department of Work, Organization, and Society, Ghent University, Ghent, Belgium
| | - Bert Weijters
- Department of Work, Organization, and Society, Ghent University, Ghent, Belgium
| | - Steven Laureys
- Coma Science Group, GIGA Consciousness Research Unit, University and University Hospital of Liège, Liège, Belgium
- CERVO Brain Research Center, Laval University, Québec, Canada
- Consciousness Science Institute, Hangzhou Normal University, Hangzhou, Zhejiang, China
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Jakobsen AM. How Can Autonomy Support from a Coach, Basic Psychological Needs, and the Psychological Climate Explain Ego and Task Involvement? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6977. [PMID: 37947535 PMCID: PMC10647599 DOI: 10.3390/ijerph20216977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Revised: 10/13/2023] [Accepted: 10/17/2023] [Indexed: 11/12/2023]
Abstract
The aim of this study was to consider the relationships among the autonomy support an athlete perceives from their coach, the three basic psychological needs (autonomy, competence, and relatedness), the psychological motivational climate of the team (a task or ego climate), and the athlete's motivational orientation (ego or task involvement). No other studies have investigated this. My three hypotheses were as follows: autonomy support from a coach will have an impact on motivational involvement, all three basic needs will have an impact on motivational involvement, and motivational involvement will be explained by the motivational climate. A total of 175 elite male ice hockey players from Norway, ranging in age from 15 to 18 years old, answered questionnaires about autonomy support, perceived motivational climate, achievement goal orientation, and basic psychological needs. A multiple regression analysis was conducted to predict ego-task involvement using autonomy support from the coach, the need for autonomy, the need for competence, the need for relatedness, the task climate, and the ego climate. The only two variables that statistically significantly predicted ego-task involvement were the autonomy support from the coach (std. beta = 0.28, sign = 0.05) and the ego climate (std. beta = 0.34, sign = 0.01). The analysis revealed that the athletes had a higher score on task (M = 4.85) than ego (M = 3.34) involvement, but when these were transformed into two variables (high and low) for task and ego involvement, we found that most players scored high for both task and ego involvement. We found that autonomy support from the coach had a positive relationship with a high score for players on both task and ego involvement. We also found that the three basic psychological needs had no impact on the motivational involvement of the athletes. Lastly, we found that the ego climate had an impact on motivational involvement. There was a positive relationship between a high score for the ego climate and a high score for both ego and task involvement.
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Lüking S, Wünsche S, Wilde M. The effect of basic psychological needs on the flow experience in a digital gamified learning setting. Front Psychol 2023; 14:1256350. [PMID: 37780166 PMCID: PMC10540191 DOI: 10.3389/fpsyg.2023.1256350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 08/29/2023] [Indexed: 10/03/2023] Open
Abstract
Introduction Digitalization and gamification offer numerous motivation-enhancing opportunities to design biology lessons. For example, digital, gamified learning settings can enhance lessons by offering intense experiences. Such lessons might offer the opportunity to witness flow during the learning activity. For learners, flow can be positively influenced by perceived autonomy, competence, and relatedness. However, previous research on biology lessons has not focused on the impacts of the basic need satisfaction on the flow experience in digital learning settings. Methods To address this research gap, using the topic of the locomotion systems of animals, we investigated students' perceived autonomy, competence, and relatedness as possible predictors of their flow experience while processing a digital, gamified learning environment. The teaching unit was thematically focused on the locomotion system of animals. Our sample consisted of 161 students (46.6% female) from sixth to eighth grade. Students' perceived satisfaction of their basic needs and their flow experience were evaluated. Results and Discussion Results confirmed perceived autonomy and perceived competence as predictors of students' flow experience. However, perceived relatedness had no impact on the flow experience. Our findings are in line with the current state of research and prove to be mostly consistent with previous results.
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Affiliation(s)
- Sarah Lüking
- Biology Didactics, Faculty of Biology, Bielefeld University, Bielefeld, Germany
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18
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Yang F, Oka T. Free from your experiences to grow: belief in free will moderates the relationship between attachment avoidance and personal growth initiative. BMC Psychol 2023; 11:243. [PMID: 37620912 PMCID: PMC10463692 DOI: 10.1186/s40359-023-01289-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 08/16/2023] [Indexed: 08/26/2023] Open
Abstract
BACKGROUND Attachment theory proposes that attachment security facilitates personal growth. However, attachment security origins in relationship history, and thus, how people treat their experiences may influence the outcomes of attachment security. People differ in the degree in believing that human beings have free will, and belief in free will may influence the relationship between experiences and outcomes. The present cross-sectional study investigated the relationships between attachment security, belief in free will, and personal growth initiative. METHODS We used the cross-sectional data of 346 Chinese college students for data analysis, including correlational analyses, regression, and moderation analyses. The nine-item Chinese version of the Experiences in Close Relationships-Relationship Structures Scale, the sixteen-item Chinese version of the Personal Growth Initiative Scale-II, and the seven-item Free Will subscale of the Chinese version of the Free Will and Determinism Plus Scale were utilized. RESULTS Results showed attachment avoidance and belief in free will, not attachment anxiety, was associated with personal growth initiative. Belief in free will moderated the association between attachment avoidance and personal growth initiative. When the centered score of belief in free will was higher than 0.64, attachment avoidance was no longer associated with personal growth initiative. 85.84% of our data were below this Johnson-Neyman significance region, and 14.16% were above. In other words, only those who scored higher than 0.64 on free will beliefs were able to pursue personal growth despite their high attachment avoidance. CONCLUSIONS These findings suggest that when believing in free will, avoidantly attached people may believe in their ability to pursue personal growth and think their future has more possibilities, not influenced by other factors like social support, which they think they lack.
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Affiliation(s)
- Fan Yang
- Department of Psychology, College of Humanities and Sciences, Nihon University, 3-chōme-25-40, Sakurajōsui, Setagaya City, Tokyo, 156-8550, Japan
- Graduate School of Letters, Arts and Sciences, Waseda University, 1-24-1 Toyama, Shinjuku, Tokyo, 162-8644, Japan
| | - Takashi Oka
- Department of Psychology, College of Humanities and Sciences, Nihon University, 3-chōme-25-40, Sakurajōsui, Setagaya City, Tokyo, 156-8550, Japan.
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Dong Z, Chiu MM, Zhou S, Zhang Z. Problem Solving and Emotion Coping Styles for Social Anxiety: A Meta-analysis of Chinese Mainland Students. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01561-6. [PMID: 37380882 DOI: 10.1007/s10578-023-01561-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/13/2023] [Indexed: 06/30/2023]
Abstract
Studies of how positive and negative coping styles affect social anxiety show mixed results. Hence, our two meta-analyses determined the overall effect sizes of problem solving-focused coping (PSC) styles and emotion-focused coping (EFC) styles on social anxiety in mainland China (PSC: k = 49 studies, N = 34,669; EFC: k = 52, N = 36,531). PSC was negatively linked to social anxiety (- .198), and EFC was positively linked to social anxiety (.223). In years with more national income, PSC's and EFC's effect sizes were larger. PSC's effect sizes were smaller among rural students (vs. urban students), larger among older students (university, high school, middle school), and larger in cross-sectional (vs. longitudinal) studies. When using SAD (vs. others) social anxiety measures, PSC effect sizes were larger, but EFC effect sizes were smaller. EFC effect sizes were larger in studies with convenience (vs. representative) samples. Gender, single child status, and coping style measurement showed no moderation effects. These findings suggest that using problem solving-focused coping styles rather than emotion-focused may reduce social anxiety, so future experimental studies can test this idea more rigorously.
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Affiliation(s)
- Zehua Dong
- Jing Hengyi School of Education; Chinese Education Modernization Research Institute of Hangzhou Normal University, Hangzhou Normal University, Hangzhou, China
| | - Ming Ming Chiu
- Special Education and Counseling, Analytics\Assessment Research Centre, The Education University of Hong Kong, Hong Kong, China
| | - Shuqi Zhou
- College of Foreign Languages, Donghua University, Shanghai, China.
| | - Zihong Zhang
- Institute of Curriculum and Instruction, East China Normal University, Shanghai, China
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Urhahne D, Wijnia L. Theories of Motivation in Education: an Integrative Framework. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09767-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
AbstractSeveral major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. To gain a deeper understanding of the similarities and differences among these prominent theories, we present an integrative framework based on an action model (Heckhausen & Heckhausen, 2018). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students’ learning.
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Henrique-Sanches BC, Sabage L, Costa RRDO, Almeida RGDS, Moron RA, Mazzo A. Implications of practical activities in the Skills and Simulation Laboratory on students' motivation and feelings. Rev Lat Am Enfermagem 2023; 31:e3902. [PMID: 37194811 PMCID: PMC10202410 DOI: 10.1590/1518-8345.6397.3903] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Accepted: 12/14/2022] [Indexed: 03/05/2024] Open
Abstract
to verify the implications of practical activities in the Skills and Simulation Laboratory on the motivation and feelings expressed by undergraduate students when returning to face-to-face activities after the social isolation caused by COVID-19 pandemic. a quasi-experimental study, with a single group and of the pre- and post-test type, carried out through an educational intervention based on skills training on medication administration and venipuncture, with medical students from a Brazilian public university. The sample was comprised by 47 students. The instruments of students' characterization and self-perceived feelings and the Situational Motivation Scale were used for data collection. in the sample, 98% mentioned the lack of practical activities during the pandemic. The most frequently described feeling was anxiety. After carrying out the activity, there was a change in the frequency of expressed feelings, although there was no significant change in motivational levels. External Regulation (5.1 - 5.6), Identified Regulation (6.1 - 6.4) and Intrinsic Motivation (5.6 - 6.0) presented high results, showing similarity to the feelings reported by the learners. motivation is essential for effective learning and the use of active methodologies reinforces skills built in an affective way in the students facing the learning process.
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Affiliation(s)
- Barbara Casarin Henrique-Sanches
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, Centro Colaborador de la OPS/OMS para el Desarrollo de la Investigación en Enfermería, Ribeirão Preto, SP, Brasil
- Becaria de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brasil
| | - Luis Sabage
- Universidade de São Paulo, Faculdade de Odontologia de Bauru, Bauru, São Paulo, Brasil
| | - Raphael Raniere de Oliveira Costa
- Universidade Federal do Rio Grande do Norte, Escola Multicampi de Ciências Médicas do Rio Grande do Norte, Caicó, Rio Grande do Norte, Brasil
| | | | | | - Alessandra Mazzo
- Universidade de São Paulo, Faculdade de Odontologia de Bauru, Bauru, São Paulo, Brasil
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22
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Henrique-Sanches BC, Sabage L, Costa RRDO, Almeida RGDS, Moron RA, Mazzo A. Implications of practical activities in the Skills and Simulation Laboratory on students' motivation and feelings. Rev Lat Am Enfermagem 2023; 31:e3902. [PMID: 37194811 PMCID: PMC10202410 DOI: 10.1590/1518-8345.6397.3902] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Accepted: 12/14/2022] [Indexed: 05/18/2023] Open
Abstract
to verify the implications of practical activities in the Skills and Simulation Laboratory on the motivation and feelings expressed by undergraduate students when returning to face-to-face activities after the social isolation caused by COVID-19 pandemic. a quasi-experimental study, with a single group and of the pre- and post-test type, carried out through an educational intervention based on skills training on medication administration and venipuncture, with medical students from a Brazilian public university. The sample was comprised by 47 students. The instruments of students' characterization and self-perceived feelings and the Situational Motivation Scale were used for data collection. in the sample, 98% mentioned the lack of practical activities during the pandemic. The most frequently described feeling was anxiety. After carrying out the activity, there was a change in the frequency of expressed feelings, although there was no significant change in motivational levels. External Regulation (5.1 - 5.6), Identified Regulation (6.1 - 6.4) and Intrinsic Motivation (5.6 - 6.0) presented high results, showing similarity to the feelings reported by the learners. motivation is essential for effective learning and the use of active methodologies reinforces skills built in an affective way in the students facing the learning process.
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Affiliation(s)
- Barbara Casarin Henrique-Sanches
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, Centro Colaborador de la OPS/OMS para el Desarrollo de la Investigación en Enfermería, Ribeirão Preto, SP, Brasil
- Becaria de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brasil
| | - Luis Sabage
- Universidade de São Paulo, Faculdade de Odontologia de Bauru, Bauru, São Paulo, Brasil
| | - Raphael Raniere de Oliveira Costa
- Universidade Federal do Rio Grande do Norte, Escola Multicampi de Ciências Médicas do Rio Grande do Norte, Caicó, Rio Grande do Norte, Brasil
| | | | | | - Alessandra Mazzo
- Universidade de São Paulo, Faculdade de Odontologia de Bauru, Bauru, São Paulo, Brasil
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23
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Baburaj S, Marathe GM. Meaning in life through work: A cognitive-experiential self-theory (CEST) perspective. ORGANIZATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1177/20413866231166151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
This article explores existential meaning-making from work using the cognitive-experiential self-theory (CEST). To start with, we use the tenets of CEST to elaborate on how the cues from archetype work environments—a realization facilitating work environment (RfWE) and justification facilitating work environment (JfWE)—are interpreted by information-processing systems to imbue meaning in life (MiL) as internal or external manifestations of coherence, purpose, and significance. Next, we explain how individual differences in work centrality and proactive meaning-crafting ability moderate the impact of JfWE, but not of RfWE, on MiL. Finally, we create a nomological network of existential meaning states emerging from the simultaneous presence or absence of RfWE and JfWE. In summary, by applying the information-processing lens of CEST, we develop an integrated model that explains how work drives MiL, elucidates the resultant existential states, and assesses the role of individual differences in meaning-making. Plain Language Summary This article develops an integrated model that outlines how work environments can augur human well-being by fostering a sense of meaning in life (MiL). Based on the cognitive-experiential self-theory (CEST), expounding parallel-competitive processing of information through the working of the experiential and rational system, we explore how the cues from archetype work environments—a realization facilitating work environment (RfWE) and justification facilitating work environment (JfWE)—influence the varied flavors of MiL and meaninglessness in life. We build the argument that RfWE activates the functioning of the experiential system to induce a feeling of internal MiL as internal coherence, internal purpose, and internal value significance. At the same time, JfWE triggers the functioning of the rational system to construct a judgment of external MiL as external coherence, external worthy purpose, and external value significance. However, the interaction between RfWE and JfWE can result in intricate scenarios, including favorable states such as holistic meaning, positive existential feelings, and positive existential narratives. Still, it can also lead individuals into meaninglessness in life through existential fatigue, existential cocoon, or existential futility. Nonetheless, individual differences in work centrality and proactive behavior to craft meaning can act as moderators to alter the intensity of work’s impact on MiL in a JfWE but not in an RfWE.
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Editorial: Digital learning and education in a project society. PROJECT LEADERSHIP AND SOCIETY 2023:100083. [PMCID: PMC9997057 DOI: 10.1016/j.plas.2023.100083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/11/2023]
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25
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Lan X. Does peer acceptance promote active academic engagement in early adolescence? A robust investigation based on three independent studies. PERSONALITY AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.paid.2022.112012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
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26
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Mavragani A, Peters D, Jay C, Sandal GM, Barrett EC, Wuebker R. Off-World Mental Health: Considerations for the Design of Well-being-Supportive Technologies for Deep Space Exploration. JMIR Form Res 2023; 7:e37784. [PMID: 36787162 PMCID: PMC9975927 DOI: 10.2196/37784] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Revised: 08/16/2022] [Accepted: 08/22/2022] [Indexed: 02/15/2023] Open
Abstract
During future long-duration space exploration missions, humans will be exposed to combinations of extreme physical, psychological, and interpersonal demands. These demands create risks for the safety, performance, health, and well-being of both individuals and crew. The communication latency in deep space means that explorers will increasingly have to operate independently and take responsibility for their own self-care and self-management. At present, several research programs are focused on developing and testing digital technologies and countermeasures that support the effective functioning of deep space crews. Although promising, these initiatives have been stimulated mostly by technological opportunity rather than cogent theory. In this perspective, we argue that digital technologies developed for spaceflight should be informed by well-being-supportive design principles and be cognizant of broader conversations around the development and use of digital health applications, especially pertaining to issues of autonomy, privacy, and trust. These issues are important for designing potentially mission-critical health technologies and may be determining factors in the safe and successful completion of future off-world endeavors.
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Affiliation(s)
| | - Dorian Peters
- Centre for the Future of Intelligence, Cambridge University, Cambridge, United Kingdom
| | - Caroline Jay
- School of Engineering, University of Manchester, Manchester, United Kingdom
| | - Gro M Sandal
- Department of Psychosocial Sciences, University of Bergen, Bergen, Norway
| | - Emma C Barrett
- Department of Criminology, University of Manchester, Manchester, United Kingdom
| | - Robert Wuebker
- David Eccles School of Business, University of Utah, Utah, UT, United States
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Boosting Student's Motivation through Gamification in Physical Education. Behav Sci (Basel) 2023; 13:bs13020165. [PMID: 36829393 PMCID: PMC9952072 DOI: 10.3390/bs13020165] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Revised: 02/08/2023] [Accepted: 02/11/2023] [Indexed: 02/16/2023] Open
Abstract
Students are becoming less motivated towards current education. For this reason, teachers are investigating several innovative methodologies to learn how they affect student motivation, such as gamification. The purpose of this study was to analyze the effects of gamification on the motivation of elementary physical education students. A total of 72 elementary school students from two different Spanish elementary schools participated (38 boys and 34 girls), separated into a gamified group (n = 35) and a control group (n = 37). Ten gamification sessions were performed using a technological app called ClassDojo. The gamified proposal was based on both a PBL model and an MDA model. A questionnaire, "Motivation Questionnaire in Physical Education" (CMEF-EP) was used to measure the motivation of the students before and after the intervention. An increase was observed in all the variables for the gamified group: intrinsic motivation (p < 0.001), identified regulation (p < 0.001), introjected regulation (p = 0.001), and external regulation (p = 0.002), except for the amotivation (p = 0.120). No changes were observed in the control group. A significant interaction effect over time was seen only for intrinsic motivation for the gamified group versus the control group (F(1) = 5.263; p = 0.025; η2 = 0.070). The results show the efficacy of gamification to increase the motivation of elementary physical education students. However, it does not decrease amotivation. This will enable the subject to contribute to achieving the United Nations' proposed Sustainable Development Goal 4, which is to 'Improve Quality Education'.
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Gunn CP, Englert C, Ennigkeit F, Taylor IM. The Effect of Immediacy of Expected Goal Feedback on Persistence in a Physical Task. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY 2023; 45:41-48. [PMID: 36634308 DOI: 10.1123/jsep.2022-0038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 10/05/2022] [Accepted: 12/09/2022] [Indexed: 06/17/2023]
Abstract
Minimizing the temporal gap between behavior and reward enhances persistence, but the effect of other outcomes is unknown. Two concurrently run studies aimed to investigate whether persistence on a physical task would be influenced according to whether participants expected immediate versus delayed goal feedback. Furthermore, whether this effect occurs via intrinsic motivation (Studies 1 and 2) or delaying the desire-goal conflict (Study 2) was examined. Using a counterbalanced within-person design, 34 participants in each study (Study 1: 16 males, 18 females; Study 2: 15 males, 19 females) completed two wall-sit persistence tasks, one with immediate feedback expected (regarding the participant's position on a leader board) and the other with feedback expected to be provided 1 week later. A two-way mixed analysis of variance found no significant differences in persistence between conditions in either study. Furthermore, no indirect effects were found via intrinsic motivation or delayed desire-goal conflict. Study findings did not support the hypothesis that the timing of expected feedback enhances persistence.
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Affiliation(s)
- Christopher P Gunn
- School of Sport, Exercise & Health Sciences, Loughborough University, Loughborough,United Kingdom
| | - Chris Englert
- Department of Sport Psychology, Institute of Sports Sciences, Goethe-University Frankfurt, Frankfurt,Germany
| | - Fabienne Ennigkeit
- Institute of Sports Sciences, Goethe-University Frankfurt, Frankfurt,Germany
| | - Ian M Taylor
- School of Sport, Exercise & Health Sciences, Loughborough University, Loughborough,United Kingdom
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What matters more for daily well- and ill-being? The dual pathways of daily need satisfaction and frustration. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04235-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
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30
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Fritsch J, Weyland S, Feil K, Burchartz A, Schmidt S, Woll A, Strauch U, Wienke B, Jekauc D. A Study on the Psychometric Properties of the Short Version of the Physical Activity Enjoyment Scale in an Adult Population. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15294. [PMID: 36430013 PMCID: PMC9692518 DOI: 10.3390/ijerph192215294] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Revised: 11/10/2022] [Accepted: 11/15/2022] [Indexed: 06/16/2023]
Abstract
A new measure of the short form of the Physical Activity Enjoyment Scale (PACES-S), including four items, has been developed that focuses on the subjective experience of enjoyment. As validation has so far only been conducted in a youth population, the purpose of the present article was to test the psychometric properties of the measure in an adult population in three studies. In the first study (n = 1017) the results supported the unidimensional structure of the instrument (χ2 = 10.0; df = 2; p < 0.01; CFI = 0.992; RMSEA = 0.063), revealed a satisfactory level of internal consistency (ω = 0.79), and showed that the measure is invariant across gender. The results on factorial validity and internal consistency were generally supported by the second study (n = 482), which additionally showed satisfactory test-retest reliability (r = 0.73). Finally, the third study (n = 1336) also supported the factorial validity and internal consistency of the measure and additionally showed a positive correlation with physical activity (r = 0.40), thus supporting the criterion-related validity of the measure. This more economical version of PACES seems to be particularly useful for large-scale studies.
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Affiliation(s)
- Julian Fritsch
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, 76131 Karlsruhe, Germany
| | - Susanne Weyland
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, 76131 Karlsruhe, Germany
| | - Katharina Feil
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, 76131 Karlsruhe, Germany
| | - Alexander Burchartz
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, 76131 Karlsruhe, Germany
| | - Steffen Schmidt
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, 76131 Karlsruhe, Germany
| | - Alexander Woll
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, 76131 Karlsruhe, Germany
| | - Ulrich Strauch
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, 76131 Karlsruhe, Germany
| | - Benjamin Wienke
- Department of Sport and Exercise Psychology, Humboldt University of Berlin, 10117 Berlin, Germany
| | - Darko Jekauc
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, 76131 Karlsruhe, Germany
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Vermeiden M, Reijnders J, van Duin E, Simons M, Janssens M, Peeters S, Jacobs N, Lataster J. Prospective associations between working alliance, basic psychological need satisfaction, and coaching outcome indicators: a two-wave survey study among 181 Dutch coaching clients. BMC Psychol 2022; 10:269. [PMID: 36380365 PMCID: PMC9664732 DOI: 10.1186/s40359-022-00980-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Accepted: 11/09/2022] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND The coach-coachee working alliance and coachee motivation seem important factors for achieving positive coaching results. Self-determination theory, specifically basic psychological need theory, has been proposed as a relevant framework for understanding these relationships. The current longitudinal survey study therefore investigates prospective associations between coachees' appraisal of the working alliance, basic psychological need satisfaction, and the coaching outcome indicators goal attainment, wellbeing, absence of psychopathology, and personal growth initiative. METHODS The sample (N = 181) consisted of Dutch coachees that were recruited across a range of coaching settings and contexts. Online self-report questionnaires were administered twice (T0 and T1), with an intervening time of 3 weeks, assessing working alliance, basic psychological need satisfaction, goal attainment, wellbeing, absence of psychopathology, and personal growth initiative. Parallel analysis with Monte Carlo simulations and confirmatory factor analyses were performed to assess the dimensionality of working alliance and basic psychological need satisfaction scores. Multiple regression analyses (stepwise) were used to examine prospective (T0 to T1) associations between working alliance and basic psychological need satisfaction, and their association with outcome indicators. RESULTS The coachees' perception of the working alliance was positively and reciprocally, although modestly, associated with basic psychological need satisfaction. In addition, both working alliance and basic psychological need satisfaction were prospectively associated with goal attainment, but not with other outcome indicators. CONCLUSIONS Results provide tentative support for a role of basic psychological need satisfaction in facilitating the establishment of a good working alliance. Additionally, the perception of a good quality, need supportive relationship with the coach appears to be associated with better goal achievement, but not with other outcome indicators. Associations were generally modest, and more research is needed to better measure and comprehend the unique contributions of specific relational and motivational factors to outcomes in coaching and assess the robustness of the current study findings.
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Affiliation(s)
- Margriet Vermeiden
- Faculty of Psychology, Department of Lifespan Psychology, Open Universiteit, P.O. Box 2960, 6401 DL Heerlen, The Netherlands
| | - Jennifer Reijnders
- Faculty of Psychology, Department of Lifespan Psychology, Open Universiteit, P.O. Box 2960, 6401 DL Heerlen, The Netherlands
| | - Eva van Duin
- Faculty of Psychology, Department of Lifespan Psychology, Open Universiteit, P.O. Box 2960, 6401 DL Heerlen, The Netherlands
| | - Marianne Simons
- Faculty of Psychology, Department of Lifespan Psychology, Open Universiteit, P.O. Box 2960, 6401 DL Heerlen, The Netherlands
| | - Mayke Janssens
- Faculty of Psychology, Department of Lifespan Psychology, Open Universiteit, P.O. Box 2960, 6401 DL Heerlen, The Netherlands
- Department of Psychiatry and Psychology, School for Mental Health and Neuroscience, Maastricht University Medical Centre, Maastricht, The Netherlands
| | - Sanne Peeters
- Faculty of Psychology, Department of Lifespan Psychology, Open Universiteit, P.O. Box 2960, 6401 DL Heerlen, The Netherlands
- Department of Psychiatry and Psychology, School for Mental Health and Neuroscience, Maastricht University Medical Centre, Maastricht, The Netherlands
| | - Nele Jacobs
- Faculty of Psychology, Department of Lifespan Psychology, Open Universiteit, P.O. Box 2960, 6401 DL Heerlen, The Netherlands
- Department of Psychiatry and Psychology, School for Mental Health and Neuroscience, Maastricht University Medical Centre, Maastricht, The Netherlands
| | - Johan Lataster
- Faculty of Psychology, Department of Lifespan Psychology, Open Universiteit, P.O. Box 2960, 6401 DL Heerlen, The Netherlands
- Department of Psychiatry and Psychology, School for Mental Health and Neuroscience, Maastricht University Medical Centre, Maastricht, The Netherlands
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Kappes C, Schattke K. You have to let go sometimes: advances in understanding goal disengagement. MOTIVATION AND EMOTION 2022; 46:735-751. [PMID: 36405764 PMCID: PMC9643924 DOI: 10.1007/s11031-022-09980-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Revised: 08/24/2022] [Accepted: 08/26/2022] [Indexed: 11/09/2022]
Abstract
While research on tenacious goal pursuit and persistence has evoked a myriad of research efforts, research on goal disengagement has rather been neglected and has been focusing mainly on positive consequences of individual differences in goal disengagement capacities. In recent years, however, research on goal disengagement has seen an upsurge in studies, specifically addressing the conceptualization of goal disengagement, the processes involved, and factors facilitating or undermining it. However, many questions remain unanswered or only partly answered providing numerous opportunities for further investigation. With this special issue of Motivation and Emotion, we aim to stimulate such progress in research on goal disengagement. To this end, this special issue includes empirical studies with cross-sectional, prospective, longitudinal, and experimental designs with a wide range of personal and experimentally induced goals as well as invited commentaries from scholars across different psychological sub disciplines. In this introductory essay, we provide a brief review of the current state of goal disengagement research. We also provide an overview about the contributions to this special issue with reflections related to the current state of research and areas where further advancement in conceptualization and empirical studies is needed.
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Affiliation(s)
- Cathleen Kappes
- Department of Psychology, University of Hildesheim, Universitätsplatz 1, 31141 Hildesheim, Germany
| | - Kaspar Schattke
- Département de psychologie, Université du Québec à Montréal, C.P. 8888 succursale Centre-ville, H3C 3P8 Montréal, Québec Canada
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Li R, Liu H, Chen Z, Wang Y. Dynamic and cyclic relationships between employees' intrinsic and extrinsic motivation: Evidence from dynamic multilevel modeling analysis. JOURNAL OF VOCATIONAL BEHAVIOR 2022. [DOI: 10.1016/j.jvb.2022.103813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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34
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Weissman DL, Elliot AJ, Sommet N. Dispositional predictors of perceived academic competitiveness: Evidence from multiple countries. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111801] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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35
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Who gets to live the good life? Master Narratives, identity, and well-being within a marginalizing society. JOURNAL OF RESEARCH IN PERSONALITY 2022. [DOI: 10.1016/j.jrp.2022.104285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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36
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Boyle MK, Schwinck J. Reducing missed psychotherapy appointments: An advanced practice nurse-initiated telephone orientation protocol. Perspect Psychiatr Care 2022; 58:2756-2763. [PMID: 35643979 DOI: 10.1111/ppc.13116] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 05/07/2022] [Accepted: 05/08/2022] [Indexed: 11/30/2022] Open
Abstract
PURPOSE Missed appointments pose significant challenges to the health care system as they contribute to the inefficient use of resources, increase costs, and result in poor outcomes. The aim of this project was to reduce the rate of missed adult psychotherapy appointments by implementing a Psychiatric-Mental Health Nurse Practitioner-initiated telephone orientation protocol (TOP). DESIGN Quasi-experimental. METHODS The TOP intervention combined an attendance policy review, psychoeducation, and motivational interviewing techniques. Missed appointment rates were compared before and after initiation of the TOP. FINDINGS The TOP significantly reduced the rates of missed appointments by 55% over 12 weeks. PRACTICE IMPLICATIONS The TOP can be implemented as standard care to increase client engagement, improve appointment attendance, and boost clinician productivity.
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Affiliation(s)
- Margaret K Boyle
- Behavioral Health, Sea Mar Community Health Centers, Tacoma, Washington, USA
| | - Jessica Schwinck
- School of Nursing, Pacific Lutheran University, Tacoma, Washington, USA
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37
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Social mobility as a moderator of the association between agency-orientation and life satisfaction: A study in 116 countries. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111755] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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38
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Min SD, Zhang JJ, Byon KK. Push and pull factors associated with the consumption of women's professional basketball games: A canonical correlation analysis. Front Psychol 2022; 13:806305. [PMID: 36148099 PMCID: PMC9485726 DOI: 10.3389/fpsyg.2022.806305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2021] [Accepted: 07/01/2022] [Indexed: 11/13/2022] Open
Abstract
The purpose of this study was to empirically investigate the interrelationships between push and pull factors associated with the consumption of women's professional basketball games. Multiple factors pertaining to sport consumers' internal needs, identified as "push" factors, contain various intangible socio-psychological motivations representing an individual's intrinsic desires that drive consumers toward certain goal-driven behaviors. On the other hand, "pull" factors, related to the supply side, refer to the different aspects of sport products the management of sport teams provides. It is imperative to obtain a better understanding of the push-pull interaction so that sport marketers can design their products to satisfy spectators' expectations with different needs. Spectators (N = 628) attending WNBA games responded to an on-site survey. CFA was conducted to ensure the psychometric properties of the scales, which showed that the overall model fit the data well. A canonical correlation analysis was performed, and two significant functions were revealed by the dimension reduction analysis. The first function [F(40,2,683) = 4.49, p < 0.001]: I-Want-Everything-Consumer suggests that the market segment comprises individuals with multiple needs (ranged from 0.55 to 0.85) and expectations (ranged from 0.55 to 0.89), both of which need to be met simultaneously. Thus, sports marketers can satisfy WNBA consumers' needs by enhancing the quality of tangible pull factors. The second function [F(28,2,222) = 2.38, p < 0.001]: Achievement-Seekers revealed that the consumers motivated by vicarious achievement (-0.59) expect game promotion (-0.55) rather than the quality of the opposing team (0.42), indicating that sport marketers should provide tailored promotional strategies to satisfy this segment of consumers. Specifically, the findings of this study can be used to segment consumers based upon fan motives (i.e., push factors) and position products accordingly by managing the controllable aspects of sport products (i.e., pull factors). This study provides empirical evidence of the relationship between WNBA consumers' multiple needs and attributes associated with the WNBA core product.
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Affiliation(s)
- Sophia D. Min
- Department of Kinesiology, University of New Hampshire, Durham, NH, United States
| | - James J. Zhang
- Department of Kinesiology, University of Georgia, Athens, GA, United States
| | - Kevin K. Byon
- School of Public Health, Indiana University, Bloomington, IN, United States
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39
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Rodrigues F, Monteiro D, Teixeira D, Cid L. Understanding motivational climates in physical education classes: How students perceive learning and performance-oriented climates by teachers and peers. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-01047-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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40
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Haw JY, King RB. Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102161] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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41
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Lin C(V, Shipton H, Teng W, Kitt A, Do H, Chadwick C. Sparking creativity using extrinsic rewards: A
self‐determination
theory perspective. HUMAN RESOURCE MANAGEMENT 2022. [DOI: 10.1002/hrm.22128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Caihui (Veronica) Lin
- University of Queensland Business School University of Queensland Brisbane Queensland Australia
| | - Helen Shipton
- Centre of People, Work and Organisational Practice, Nottingham Business School Nottingham Trent University Nottingham UK
| | - Weili Teng
- Aston Business School Aston University Birmingham UK
| | - Adam Kitt
- Centre of People, Work and Organisational Practice, Nottingham Business School Nottingham Trent University Nottingham UK
| | - Hoa Do
- Aston Business School Aston University Birmingham UK
| | - Clint Chadwick
- Management and Entrepreneurship University of Kansas Lawrence Kansas USA
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Janke S, Messerer LAS, Daumiller M. Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1582-1596. [DOI: 10.1111/bjep.12522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Revised: 03/17/2022] [Accepted: 05/18/2022] [Indexed: 11/29/2022]
Affiliation(s)
- Stefan Janke
- School of Social Sciences University of Mannheim Mannheim Germany
| | - Laura A. S. Messerer
- School of Social Sciences University of Mannheim Mannheim Germany
- University of Augsburg Augsburg Germany
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43
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Which aspects of narcissism are related to Social Networking Sites addiction? The role of self-enhancement and self-protection. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111530] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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44
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Hendijani R, Steel P. Reward Salience and Choice in a Controlling Context: A Lab Experiment. Front Psychol 2022; 13:862152. [PMID: 35548550 PMCID: PMC9083268 DOI: 10.3389/fpsyg.2022.862152] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Accepted: 03/17/2022] [Indexed: 11/13/2022] Open
Abstract
One of the challenges in the motivation literature is examining the simultaneous effect of different motivational mechanisms on overall motivation and performance. The motivational congruence theory addresses this by stipulating that different motivational mechanisms can reinforce each other if they have similar effects on the perceived locus of causality. Reward salience and choice are two motivational mechanisms which their joint effects have been long debated. Built upon the motivational congruence effect, a recent empirical study affirms that a salient reward in a condition characterized by lack of choice and a non-salient reward in a condition characterized by provision of choice both increase overall motivation and performance. In this study, we examine the effect of reward salience and choice on overall motivation and performance in a controlling context, an effect which has not been studied before. A 2 (choice: present, absent) × 3 (reward: salient, non-salient, none) factorial design was conducted to examine research hypotheses. The results show that under controlling conditions, salient reward improves overall motivation and performance compared to non-salient and no-reward conditions.
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Affiliation(s)
- Rosa Hendijani
- Faculty of Management, University of Tehran, Tehran, Iran
| | - Piers Steel
- Haskayne School of Business, University of Calgary, Calgary, AB, Canada
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45
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Rosli MS, Saleh NS. Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model. CURRENT PSYCHOLOGY 2022; 42:1-20. [PMID: 35370388 PMCID: PMC8953966 DOI: 10.1007/s12144-022-02996-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/07/2022] [Indexed: 11/30/2022]
Abstract
This study proposes a unified theoretical model to integrate the full spectrum of Self-Determination Theory, self-efficacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The Heterotrait-Monotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unified theoretical model provided better insight to understanding acceptance of technology enhanced learning (R2 = .71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efficacy (TELSE) were identified as significant determinants of students' perceived ease of use (PEU). Amotivation, motivation and TELSE were significant determinants of students' perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identified regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the effects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating effects of gender and students' field of study. In conclusion, students' view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation.
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Affiliation(s)
- Mohd Shafie Rosli
- School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 Johor Bahru, Malaysia
| | - Nor Shela Saleh
- Department of Social Science, Centre for General Studies and Co-Curricular, Universiti Tun Hussein Onn Malaysia, Batu Pahat, 86400 Malaysia
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Understanding the Association between Musical Sophistication and Well-Being in Music Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19073867. [PMID: 35409548 PMCID: PMC8997621 DOI: 10.3390/ijerph19073867] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 03/04/2022] [Accepted: 03/12/2022] [Indexed: 02/05/2023]
Abstract
Quality of life and mental health are topics under discussion in the university environment that pose new educational challenges. Public policy in Chile establishes the need to track students who are starting university and who could find themselves at possible academic risk (Law 20. 903). These transition processes experienced by students therefore need to be guided to improve the students’ quality of life. Using a mixed design, the present study analyzes the association between musical sophistication (Ollen, 2006), students’ well-being, and the performance of first-year students training to be music teachers (n = 25). The Ollen Musical Sophistication questionnaire and the Spanish version of the PERMA-profiler, a questionnaire for assessing well-being, were applied. In order to obtain detailed information about learning processes and educational needs, seven interviews were conducted. Results indicate a negative correlation between musical sophistication on the one hand and negative emotions (anxiety and anger) and loneliness on the other. This is reflected in less consistent academic performance, difficulties in identity development, and reduced motivation to face new challenges besides musical learning. We concluded that knowledge and observation of students’ previous musical experience is crucial for understanding and supporting the educational transition process and well-being of student music teachers.
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47
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Ma C, Ma Y, Lan X. Parental Autonomy Support and Pathological Internet Use among Chinese Undergraduate Students: Gratitude Moderated the Mediating Effect of Filial Piety. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19052644. [PMID: 35270335 PMCID: PMC8910346 DOI: 10.3390/ijerph19052644] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Revised: 02/08/2022] [Accepted: 02/22/2022] [Indexed: 11/16/2022]
Abstract
Applying an integrated theoretical model consisting of the socioecological theory, the self-determination theory, and the broaden-and-build theory, the present study tested a moderated mediation model of parental autonomy support, filial piety, and gratitude to study how these factors are jointly related to pathological Internet use (PIU) in Chinese undergraduate students. A total of 1054 Chinese undergraduate students (M age = 20.35, SD = 1.00, 34.7% females) aged between 16 and 24 years participated in this study. They were instructed to complete self-reported questionnaires on parental autonomy support, filial piety, gratitude, and PIU. The results showed that parental autonomy support was negatively associated with PIU, and filial piety partially mediated this relation. Specifically, parental autonomy support was positively related to filial piety, which, in turn, was negatively associated with PIU. In addition, gratitude moderated the first path of the indirect relation and the direct relation of this mediation effect. To be specific, undergraduate students with higher gratitude showed high filial piety and low PIU, in the context of low parental autonomy support, than those with lower gratitude. Taken together, the current study contributes to extant research by highlighting the vital role of parental autonomy support in mitigating undergraduate students' PIU and illustrating how filial piety explains the underlying mechanism of this association. This study also provides novel insights into intervention or prevention programs by demonstrating that gratitude alleviates the adverse effect of low parental autonomy support on students' PIU.
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Affiliation(s)
- Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou 730030, China; (C.M.); (Y.M.)
| | - Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou 730030, China; (C.M.); (Y.M.)
| | - Xiaoyu Lan
- Promenta Research Center, Department of Psychology, University of Oslo, 0373 Oslo, Norway
- Correspondence:
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48
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Hyun M, Jee WF, Wegner C, Jordan JS, Du J, Oh T. Self-Serving Bias in Performance Goal Achievement Appraisals: Evidence From Long-Distance Runners. Front Psychol 2022; 13:762436. [PMID: 35242074 PMCID: PMC8886887 DOI: 10.3389/fpsyg.2022.762436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2021] [Accepted: 01/04/2022] [Indexed: 11/13/2022] Open
Abstract
While working with a long-distance running event organizer, the authors of this study observed considerable differences between event participants' official finish time (i.e., bib time) and their self-reported finish time in the post-event survey. Drawing on the notion of self-serving bias, we aim to explore the source of this disparity and how such psychological bias influences participants' event experience at long-distance running events. Using evidence of 1,320 marathon runners, we demonstrated how people are more likely to be subject to a biased self-assessment contingent upon achieving their best finish time at the event. The study samples were split into record-high-achieved and record-high-missed groups, and the self-serving biases of each group were explored. Results from the t-test comparing record-high-achieved and -missed groups showed that runners in the record-high-missed group were significantly more likely to report a positively biased finish time than runners in the record-high-achieved group (p < 0.01). Additionally, results from logistic regression showed that as runners missed their best finish time by a wider margin, the probability of reporting a positively biased incorrect finish time increased. Lastly, we conducted an additional t-test and revealed that runners who are subject to self-serving bias showed a lower level of overall event satisfaction. The current study suggests one way to bypass the adverse effects of participant sport event participants' worse-than-expected athletic performance. We specifically suggest that the event organizers target runners who had worse-than-expected performance and make extra efforts on non-race service attributes (e.g., finish line experience, rest and recovery area, and transportation after the event) because these runners are more likely to be unsatisfied with the event.
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Affiliation(s)
- Moonsup Hyun
- Department of Business and Economics, Utica College, Utica, NY, United States
| | - Wonsok F. Jee
- School of Marketing, Entrepreneurship, Sport Management, Hospitality and Tourism, Western Carolina University, Cullowhee, NC, United States
| | - Christine Wegner
- Department of Tourism, Recreation and Sport Management, University of Florida, Gainesville, FL, United States
| | - Jeremy S. Jordan
- School of Sport, Tourism and Hospitality Management, Temple University, Philadelphia, PA, United States
| | - James Du
- Department of Sport Management, Florida State University, Tallahassee, FL, United States
| | - Taeyeon Oh
- Department of Health, Exercise Science, and Recreation Management, University of Mississippi, Oxford, MS, United States
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Dzielska A, Michalska A, Kleszczewska D, Schönbach DM, Marques A, Peralta M, Demetriou Y. Translation, cultural adaptation and validation of the basic psychological needs satisfaction in active commuting to and from school (BPNS-ACS) scale in Polish students. JOURNAL OF MOTHER AND CHILD 2022; 25:228-235. [PMID: 35240731 PMCID: PMC9097653 DOI: 10.34763/jmotherandchild.2021.2503si.d-21-00030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Accepted: 01/10/2022] [Indexed: 11/22/2022]
Abstract
BACKGROUND To promote active commuting to and from school, it is pertinent to understand the motivational factors that influence the choice of this form of transportation. OBJECTIVE Translation, cultural adaptation and analysis of the factor structure as well as psychometric properties of the Basic Psychological Needs and Satisfaction in Active Commuting to and from School (BPNS-ACS) scale among Polish students and examination of the distribution of the scale scores according to gender, mode of commuting to and from school and the frequency of using bicycle for this purpose. MATERIAL AND METHODS Data from 475 Polish students aged 11-18, including 53.9% of girls were analysed. The Confirmatory Factor Analysis of the Polish version of the BPNS-ACS, U Mann-Whitney and Kruskal Wallis H tests were performed. RESULTS The BPNS-ACS consists of 12 items forming three dimensions: autonomy, competence and relatedness need satisfaction. The scale has acceptable psychometric properties: χ2(51)=195.424 (p ˂ 0.001); χ2/df=3.832; CFI=0.944, TLI=0.927, RMSEA=0.077 (90%CI 0.066-0.089), AIC=249.424, BIC=361.833, GFI=0.937, AGFI=0.904. BPNC-ACS scores on factors corresponding to the three basic psychological needs differ based on gender, mode of commuting to and from school and the frequency of cycling to or from school. CONCLUSIONS Further exploration of the function of basic psychological needs in active commuting to and from school among Polish adolescents may be conducted using an adapted version of the BPNS-ACS scale.
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Affiliation(s)
- Anna Dzielska
- Department of Child and Adolescent Health, Institute of Mother and Child, Warsaw, Poland, E-mail:
| | - Agnieszka Michalska
- Department of Biomedical Foundations of Development and Sexology, Faculty of Education, University of Warsaw, Warsaw, Poland
| | | | | | - Adilson Marques
- ISAMB, Faculty of Medicine, University of Lisbon, Lisbon, Portugal,CIPER, Faculty of Human Kinetics, University of Lisbon, Lisbon, Portugal
| | - Miguel Peralta
- ISAMB, Faculty of Medicine, University of Lisbon, Lisbon, Portugal,CIPER, Faculty of Human Kinetics, University of Lisbon, Lisbon, Portugal
| | - Yolanda Demetriou
- Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
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IRAOLA-REAL I, MATOS L, GARGUREVICH R. The type of motivation does matter for university preparation. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2022. [DOI: 10.1590/1982-0275202239e190177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract Using Self-Determination Theory, the relationship between motivation (autonomous and controlled), academic self-efficacy, test anxiety, life satisfaction and academic achievement was studied in a group of pre-university students from Lima-Peru. A total of 252 students of both sexes with ages between 16 and 30 years (Mage = 17.69) were assessed. Correlational analyses showed the expected relationships among the studied variables. The path analysis performed gave evidence of the fulfillment of the hypotheses proposed for this study since academic self-efficacy mediated the relationship between autonomous motivation and academic achievement and life satisfaction; also test anxiety mediated the relationship between controlled motivation and academic achievement and life satisfaction. The implications of these empirical findings are discussed in relation to pre-university education in Peru.
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