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Çelik O. Academic motivation in adolescents: the role of parental autonomy support, psychological needs satisfaction and self-control. Front Psychol 2024; 15:1384695. [PMID: 38800688 PMCID: PMC11116802 DOI: 10.3389/fpsyg.2024.1384695] [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: 02/10/2024] [Accepted: 04/22/2024] [Indexed: 05/29/2024] Open
Abstract
Background Various perspectives on the existence and degree of motivation, which is a crucial factor influencing human behavior, have been studied for many years. Especially in adolescence, a phase marked by rapid change, motivation plays a crucial role in supporting young people to achieve their goals, fulfill their responsibilities, and experience healthy development. Aims The present study aims to investigate the structural relationships among perceived parental autonomy support, satisfaction of psychological needs, self-control, and academic motivation. Sample The study was conducted with a total of 427 high school students, including 230 females and 197 males, aged between 14 and 19 (M = 15.82; SD = 1.02). Method Participants completed self-report measures of academic motivation, parental autonomy support, psychological needs satisfaction, and self-control. Structural equation modeling was performed to explore complex relationships between variables of interest. Results The study revealed that psychological needs satisfaction increased as parental autonomy support increased, and self-control also increased with the satisfaction of psychological needs. It was also found that satisfaction of psychological needs was positively related to both intrinsic and extrinsic motivation. Additionally, self-control was associated with increased intrinsic motivation and decreased amotivation. In addition, it was found that parental autonomy support has an indirect relationship with academic motivation through the satisfaction of psychological needs and self-control. Conclusion It is believed that these connections will lead to a deeper understanding of the significant processes in adolescence and serve as a foundation for developing and implementing psycho-educational interventions related to these variables.
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Affiliation(s)
- Oğuzhan Çelik
- Erzincan Binali Yildirim University, Erzincan, Türkiye
- Erzincan University, Erzincan, Türkiye
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Horanicova S, Husarova D, Gecková AM, De Winter AF, Reijneveld SA. School Satisfaction and Its Associations with Health and Behavioural Outcomes among 15-Years Old Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11514. [PMID: 36141779 PMCID: PMC9516967 DOI: 10.3390/ijerph191811514] [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: 06/14/2022] [Revised: 09/08/2022] [Accepted: 09/10/2022] [Indexed: 06/16/2023]
Abstract
Background: Health and behavioural outcomes of adolescents have been shown to be related to school pressure, demands or unfavourable relationships with classmates or teachers. These associations may relate to school satisfaction, but evidence on this is lacking. Therefore, our aim is to explore the associations of school satisfaction with hopelessness, health complaints, fighting and truancy. Methods: Data come from the cross-sectional Health Behaviour in School-aged Children study collected in 2018 from Slovak 15-year-old adolescents (N = 816; 50.9% boys). School satisfaction was measured by school engagement and attitudes towards education, grouped as: satisfied (both positive), inconsistent (one positive, one negative) and indifferent (both negative). Hopelessness, health complaints, fighting and truancy were measured using self-report questionnaires. Logistic regression models were used to explore the associations of school satisfaction with hopelessness, health complaints, fighting and truancy separately. Results: Indifferent adolescents were more likely to feel hopeless, to frequently experience two or more health complaints, to be involved in a fight and to skip school (odds ratios/95%-confidence interval: 2.57/1.49-4.45; 2.51/1.48-4.25; 1.92/1.02-3.60; and 2.34/1.25-4.40, respectively) than satisfied adolescents. Inconsistent adolescents were more likely to frequently experience two or more health complaints than satisfied adolescents (1.72/1.05-5.79). Conclusions: School satisfaction affects adolescents' health and social behaviour and may threaten their healthy development.
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Affiliation(s)
- Simona Horanicova
- Department of Health Psychology and Methodology Research, Faculty of Medicine, P.J. Safarik University in Kosice, Tr. SNP 1, 040 01 Kosice, Slovakia
| | - Daniela Husarova
- Department of Health Psychology and Methodology Research, Faculty of Medicine, P.J. Safarik University in Kosice, Tr. SNP 1, 040 01 Kosice, Slovakia
- Department of Community & Occupational Health, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV Groningen, The Netherlands
| | - Andrea Madarasová Gecková
- Department of Health Psychology and Methodology Research, Faculty of Medicine, P.J. Safarik University in Kosice, Tr. SNP 1, 040 01 Kosice, Slovakia
- Department of Community & Occupational Health, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV Groningen, The Netherlands
- Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University in Bratislava, Mlynské Luhy 4, 821 05 Bratislava, Slovakia
| | - Andrea F. De Winter
- Department of Community & Occupational Health, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV Groningen, The Netherlands
| | - Sijmen A. Reijneveld
- Department of Community & Occupational Health, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV Groningen, The Netherlands
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Need-supportive and need-thwarting interpersonal behaviors by teachers and classmates in adolescence: The mediating role of basic psychological needs on school alienation and academic achievement. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09711-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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Wu W, Liu Y, Yu L, Guo Z, Li S, Guo Z, Cao X, Tu F, Wu X, Ma X, Long Q, Zhao X, Li X, Chen Y, Zeng Y. Relationship Between Family Socioeconomic Status and Learning Burnout of College Students: The Mediating Role of Subjective Well-Being and the Moderating Role of Resilience. Front Psychol 2022; 13:844173. [PMID: 35719508 PMCID: PMC9198660 DOI: 10.3389/fpsyg.2022.844173] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2021] [Accepted: 05/03/2022] [Indexed: 01/07/2023] Open
Abstract
Objective Learning burnout affects the positive development of college students. The present study aimed to investigate the relationship between family socioeconomic status (FSES) and learning burnout, as well as the mediation effect of subjective well-being and the moderation effect of resilience in this relation. Methods A total of 550 Chinese college students from Yunnan completed a questionnaire measuring the research variables in this study. Results (1) After controlling for participants' gender and age, FSES negatively, and significantly predicted learning burnout; (2) subjective well-being partially mediated the relationship between FSES and learning burnout; and (3) the direct effect of FSES on learning burnout and the mediation effect of subjective well-being was moderated by resilience. The level of learning burnout of individuals with low resilience increased significantly with the decrease of FSES, and the level of learning burnout of individuals with high resilience decreased significantly with the increase in subjective well-being. Conclusion The present findings support the moderated mediation model underlying the relationship between FSES and learning burnout. This also has significant implications for formulating prevention and intervention measures on learning burnout among college students. Limitations First of all, this study used the cross-sectional study design, which cannot make a causal inference. In addition, the sample in this study is university students from Kunming, which may affect the popularity of the results.
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Affiliation(s)
- Wenzhi Wu
- The Second Affiliated Hospital of Kunming Medical University, Kunming, China
| | - Yilin Liu
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Lei Yu
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Zhichao Guo
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Shujun Li
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Zeyi Guo
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Xiang Cao
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Fangjun Tu
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Xiaoqin Wu
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Xiao Ma
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Qing Long
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Xinling Zhao
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Xiujuan Li
- Department of Psychiatry, Shenzhen Mental Health Center, Shenzhen, China
| | - Yatang Chen
- The Sixth Affiliated Hospital of Kunming Medical University, Yuxi, China
| | - Yong Zeng
- The Second Affiliated Hospital of Kunming Medical University, Kunming, China
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Gonzálvez C, Díaz-Herrero Á, Vicent M, Sanmartín R, Fernández-Sogorb A, Ruiz-Esteban C. Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents. Front Psychol 2021; 12:666218. [PMID: 33841291 PMCID: PMC8027341 DOI: 10.3389/fpsyg.2021.666218] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Accepted: 02/22/2021] [Indexed: 11/16/2022] Open
Abstract
Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15-18 years (M = 16.39; SD = 1.05). The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems.
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Affiliation(s)
- Carolina Gonzálvez
- Department of Development Psychology and Teaching, University of Alicante, Alicante, Spain
| | - Ángela Díaz-Herrero
- Department of Development Psychology and Education, University of Murcia, Murcia, Spain
| | - María Vicent
- Department of Development Psychology and Teaching, University of Alicante, Alicante, Spain
| | - Ricardo Sanmartín
- Department of Development Psychology and Teaching, University of Alicante, Alicante, Spain
| | | | - Cecilia Ruiz-Esteban
- Department of Development Psychology and Education, University of Murcia, Murcia, Spain
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Sorrenti L, Filippello P. Interventions to Promote the Quality of Life and Psychological Well-being in Chronic and Developmental Psychopathologies. Front Psychol 2021; 12:640175. [PMID: 33643171 PMCID: PMC7907596 DOI: 10.3389/fpsyg.2021.640175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Accepted: 01/25/2021] [Indexed: 11/18/2022] Open
Affiliation(s)
- Luana Sorrenti
- Department of Clinical and Experimental Medicine, University of Messina, Messina, Italy
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Holliman AJ, Waldeck D, Jay B, Murphy S, Atkinson E, Collie RJ, Martin A. Adaptability and Social Support: Examining Links With Psychological Wellbeing Among UK Students and Non-students. Front Psychol 2021; 12:636520. [PMID: 33613406 PMCID: PMC7894575 DOI: 10.3389/fpsyg.2021.636520] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 01/15/2021] [Indexed: 01/07/2023] Open
Abstract
The purpose of this multi-study article was to investigate the roles of adaptability and social support in predicting a variety of psychological outcomes. Data were collected from Year 12 college students (N = 73; Study 1), university students (N = 102; Study 2), and non-studying members of the general public (N = 141; Study 3). Findings showed that, beyond variance attributable to social support, adaptability made a significant independent contribution to psychological wellbeing (life satisfaction, psychological wellbeing, flourishing, and general affect) and psychological distress across all studies. Beyond the effects of adaptability, social support was found to make a significant independent contribution to most wellbeing outcomes (but not psychological distress in university students). In a multi-group analysis comparing predictors of psychological wellbeing in university students and non-studying adults, where the same outcome measures were used (Study 4; N = 243), it was found that adaptability played a stronger role (relative to social support) for university students, whereas social support played a stronger role for non-studying adults. Finally, (contrary to expectations) there was no evidence of an interaction between adaptability and social support predicting psychological outcomes-adaptability and social support operated as independent main effects. These findings demonstrate the importance of adaptability and social support in uniquely predicting psychological wellbeing in different sample groups. It is argued here that these two factors, should be given greater consideration in discussions of psychological wellbeing, and are relevant to psychological wellbeing at different major developmental life stages.
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Affiliation(s)
- Andrew J. Holliman
- Department of Psychology and Human Development, University College London, London, United Kingdom
| | - Daniel Waldeck
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Bethany Jay
- Department of Social Care and Social Work, Manchester Metropolitan University, Manchester, United Kingdom
| | - Summayah Murphy
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Emily Atkinson
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Rebecca J. Collie
- School of Education, University of New South Wales, Kensington, NSW, Australia
| | - Andrew Martin
- School of Education, University of New South Wales, Kensington, NSW, Australia
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Problematic internet use and academic achievement: a focus on interpersonal behaviours and academic engagement. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-020-09601-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
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