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Vallone F, Galvin J, Cattaneo Della Volta MF, Akhtar A, Chua S, Ghio E, Giovazolias T, Kazakou Z, Kritikou M, Koutra K, Kovacevic S, Lee-Treweek G, Mašková I, Mavritsaki E, Nastic J, Plassova M, Stuchlíková I, Zurlo MC. Technostress and academic motivation: direct and indirect effects on university students' psychological health. Front Psychol 2023; 14:1211134. [PMID: 37457063 PMCID: PMC10348917 DOI: 10.3389/fpsyg.2023.1211134] [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: 04/26/2023] [Accepted: 05/31/2023] [Indexed: 07/18/2023] Open
Abstract
Introduction Research has well demonstrated that the pandemic entailed several implications among university students worldwide in terms of increased use of Information and Communication Technologies (ICTs), technostress, disruptions in academic goals and motivation processes, and growing psychological suffering. Responding to the new research need to go in-depth into the processes linking technostress and motivation dimensions to inform current research/interventions, the present study aimed to explore the direct effects of perceived Technostress dimensions (Techno-Overload, Work-Home Conflict, Pace of Change, Techno-Ease, Techno-Reliability, and Techno-Sociality) and Academic Motivation dimensions (Amotivation, Intrinsic, and Extrinsic Motivation dimensions) on students' perceived levels of Anxiety/Depression and test the potential indirect effect (mediating role) of Academic Motivation dimensions in the associations between Technostress and psychological health conditions. Methods Overall, 1,541 students from five European countries (Czech Republic, Greece, Italy, Serbia, United Kingdom) completed a survey comprising a Background Information Form, the Technostress Scale, the Academic Motivation Scale-College, and the Hospital Anxiety and Depression Scale. Hayes' PROCESS tool was used to test direct and indirect (mediating) effects. Results Data revealed that Techno-Overload, Work-Home Conflict, Amotivation, and Extrinsic Motivation-Introjected had a direct negative effect, whereas Techno-Ease, Techno-Reliability, Techno-Sociality, all Intrinsic Motivation dimensions, and Extrinsic Motivation-Identified had a direct protective role for students' psychological health. The significant indirect role of motivation dimensions in the associations between Technostress dimensions and Anxiety/Depression was fully supported. Discussion Findings allow gaining further insight into the pathways of relationships between technostress, motivation, and psychological health, to be used in the current phase, featured by the complete restoration of face-to-face contacts, to inform the development of tailored research and interventions, which address lights and shadows of the technology use, and which take into account the necessity to enhance its potentials yet without impairing students' motivation and psychological health.
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Affiliation(s)
- Federica Vallone
- Dynamic Psychology Laboratory, Department of Political Sciences, University of Naples Federico II, Naples, Italy
- Department of Humanities, University of Naples Federico II, Naples, Italy
| | - John Galvin
- Department of Psychology, University of Warwick, Coventry, United Kingdom
| | - Maria Francesca Cattaneo Della Volta
- Dynamic Psychology Laboratory, Department of Political Sciences, University of Naples Federico II, Naples, Italy
- Department of Humanities, University of Naples Federico II, Naples, Italy
| | - Athfah Akhtar
- Birmingham City University, Birmingham, United Kingdom
| | | | - Emilie Ghio
- Birmingham City University, Birmingham, United Kingdom
| | - Theodoros Giovazolias
- Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece
| | - Zoe Kazakou
- Birmingham City University, Birmingham, United Kingdom
| | - Marina Kritikou
- Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece
| | - Katerina Koutra
- Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece
| | | | | | - Ivana Mašková
- Department of Psychology, Faculty of Education, University of South Bohemia, Ceské Budějovice, Czechia
| | | | | | - Michala Plassova
- Department of Psychology, Faculty of Education, University of South Bohemia, Ceské Budějovice, Czechia
| | - Iva Stuchlíková
- Department of Psychology, Faculty of Education, University of South Bohemia, Ceské Budějovice, Czechia
| | - Maria Clelia Zurlo
- Dynamic Psychology Laboratory, Department of Political Sciences, University of Naples Federico II, Naples, Italy
- Department of Humanities, University of Naples Federico II, Naples, Italy
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Yildiz Durak H, Şimşir Gökalp Z, Seki T, Saritepeci M, Dilmaç B. Examination of non-cognitive variables affecting academic achievement: a conceptual model proposal. QUALITY & QUANTITY 2022; 57:1-22. [PMID: 36588922 PMCID: PMC9789317 DOI: 10.1007/s11135-022-01580-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/02/2022] [Indexed: 12/25/2022]
Abstract
Psychological factors have a significant role in better understanding mechanisms that affect students' academic performance. The intense and long-term stress of the pandemic process has made it necessary to rethink the components which effect the academic achievement of pupils. The purpose of this study is to examine the variables that predict the academic achievement of university students during the pandemic process and to present a model on these variables. The study group has 241 students who continue their undergraduate education in Turkey. The data were collected with a self-description form and 6 scales. The partial Least Squares (PLS) Structural Equation Model was used to analyses the developed research model. In consequence of the study, a relationship was obtained between academic procrastination (AP) and multi-screen addiction (MSA). Covid-19 burnout has a crucial effect on AP, multiscreen addiction, and psychological well-being variables. Motivation and self regulation-attention variables are explanatory of AP. This study contributes to expanding the nomological network regarding the effects of Covid-19 on the psychological well-being and behavior of individuals.
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Affiliation(s)
- Hatice Yildiz Durak
- Eregli Faculty of Education, Department of Educational Science, Necmettin Erbakan University, Konya, Turkey
| | - Zeynep Şimşir Gökalp
- Faculty of Education, Department of Educational Sciences, Selçuk University, Konya, Turkey
| | - Tolga Seki
- Department of Educational Sciences, Necmettin Erbakan University, Konya, Turkey
| | - Mustafa Saritepeci
- Eregli Faculty of Education, Department of Educational Science, Necmettin Erbakan University, Konya, Turkey
| | - Bülent Dilmaç
- Department of Educational Sciences, Necmettin Erbakan University, Konya, Turkey
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Chen CC, Hung CH. Plan and Then Act: The Moderated Moderation Effects of Profession Identity and Action Control for Students at Arts Universities during the Career Development Process. Healthcare (Basel) 2022; 10:healthcare10101938. [PMID: 36292385 PMCID: PMC9601481 DOI: 10.3390/healthcare10101938] [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: 08/10/2022] [Revised: 09/29/2022] [Accepted: 09/29/2022] [Indexed: 11/16/2022] Open
Abstract
Preservice teachers at universities of arts have more than 10 years of professional training before admission, but in their senior year, they face the pressure of the graduation exhibition and performances and the teacher certification examination at the same time. This process is dissimilar to that for preservice teachers at general universities. Such a difference, however, has not been taken seriously in the past. In order to avoid burnout, preservice teachers at universities of arts, when they are under the pressure of limited time, may choose to identify with the departments they are more familiar with for their future careers, rather than identifying with their educational program, in order to increase hope for their career and reduce the chance of burnout. In addition, we believe that the use of action control/state control would also show different adaptation situations in the face of pressure. Therefore, this study focuses on the role of profession identity and action control as moderating variables in the process of becoming preservice teachers at arts universities. We recruited 304 art-major preservice teachers to establish a path model to explore their future time perspective and grit, detecting how the mediation of career decision self-efficacy affects learning burnout and career hope. Secondly, we inspected the moderating effect of profession identity and action control on learning burnout and career hope. We found that profession identity moderates the relationships between future time perspective and career decision self-efficacy as well as between career decision self-efficacy and learning burnout, all of which exhibited ordinal interactions. Furthermore, preservice teachers with high decision-making efficacy had lower burnout than those with low efficacy, but the high-efficacy advantage in preservice teachers under state control in reducing burnout would disappear. Lastly, although professional identification was important, action control regulated the relationship between career decision self-efficacy and learning burnout with ordinal interaction; that is, action control could effectively reduce their learning burnout.
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Affiliation(s)
- Chia-Cheng Chen
- Teacher Education Center, National Taiwan University of Arts, New Taipei City 220, Taiwan
- Correspondence: ; Tel.: +886-916-374-766
| | - Chao-Hsiang Hung
- General Education Center, National Taiwan University of Arts, New Taipei City 220, Taiwan
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Peng MYP, Yue X. Enhancing Career Decision Status of Socioeconomically Disadvantaged Students Through Learning Engagement: Perspective of SOR Model. Front Psychol 2022; 13:778928. [PMID: 36186399 PMCID: PMC9520782 DOI: 10.3389/fpsyg.2022.778928] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 06/06/2022] [Indexed: 11/20/2022] Open
Abstract
Higher education plays the role of cultivating talents in national development and meets the talent sources needed by the development of the state, industries and enterprises. Besides, for students, higher education can provide stimuli to improve the development of family and personal career. Especially for socioeconomically disadvantaged Students, higher education means the main factor for turning over the Socio- Economic Status. Universities endow students with abundant employment skills, so as to make them more confident in contending with the challenges in the job market. However, innate pessimism or negative attitudes and cognition may exist in socioeconomically disadvantaged Students, thereby providing effective learning context to improve their learning engagement. This study explores the influence on students’ career decision status from deep approach to learning, problem-based learning, self-efficacy and employability. A total of 627 valid questionnaires are collected in this study. PLS-SEM was adopted to verify the structural relationship in data analysis via SmartPLS. The results indicate that deep approach to learning and problem-based learning have significant impacts on students’ self-efficacy and employability; self-efficacy has significant impacts on employability and career decision status; employability has significant impact on career decision status; and that self-efficacy and employability play significant mediating roles in the research framework.
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Affiliation(s)
- Michael Yao-Ping Peng
- School of Economics and Trade, Fujian Jiangxia University, Fuzhou, China
- Business School, Foshan University, Foshan, China
| | - Xiaoyao Yue
- College of Teacher Education, Yuxi Normal University, Yuxi, China
- *Correspondence: Xiaoyao Yue,
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Chen Z, Lee T, Yue X, Wang J. How Time Pressure Matter University Faculties' Job Stress and Well-Being? The Perspective of the Job Demand Theory. Front Psychol 2022; 13:902951. [PMID: 35719478 PMCID: PMC9204604 DOI: 10.3389/fpsyg.2022.902951] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Accepted: 04/27/2022] [Indexed: 11/13/2022] Open
Abstract
The work environment of employees has been greatly affected by the COVID-19 pandemic, and many limitations and risks can be seen until now. In addition to employees in firms, the faculty in colleges and universities also suffer from pressure and face challenges. For the purpose of performance assessment and promotion, the faculty not only needs to teach students, but also assumes the time pressure from academic research. This study discusses the process in which the faculty's subjective well-being is affected, in an effort to learn about the job demands of the faculty under the work environment with a high level of time pressure, and the effect of these time-related job demands on their psychological health. In this study, 347 valid questionnaires were collected from universities in coastal areas of the Chinese mainland. The results show that time-related job demands have a positive impact on time pressure; time pressure has a negative impact on subjective well-being; and time-related self-efficacy can significantly mediate the relationship among time-related job demands, time pressure, and subjective well-being. On this basis, this study proposes its theoretical and practical implications.
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Affiliation(s)
- Zhong Chen
- School of Business, Xiamen Institute of Technology, Xiamen, China
| | - Tzaichiao Lee
- Chongqing Metropolitan College of Science and Technology, Chongqing, China
| | - Xianghua Yue
- School of Economics and Management, Xiangnan University, Chenzhou, China
| | - Jie Wang
- Guangdong University of Finance and Economics, Guangzhou, China.,Stamford International University, Bangkok, Thailand
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Agrawal S, Krishna SM. Communication Apprehension and Psychological Well-Being of Students in Online Learning. Behav Sci (Basel) 2021; 11:145. [PMID: 34821606 PMCID: PMC8614880 DOI: 10.3390/bs11110145] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 10/16/2021] [Accepted: 10/19/2021] [Indexed: 12/03/2022] Open
Abstract
The current pandemic has modified how education, learning, and technology interact with one another inside universities. The usage of technology for instructional purposes raises the question of whether learning that happens in an online environment is as effective as traditional classroom models. Within this context, this study explores the psychological well-being of students during the COVID-19 pandemic, using an online cross-sectional survey. Data were collected from 246 university students currently studying at a private university in India. Hierarchical regression analysis and structural equation modelling were used to study the mediating effects between communication apprehension, perceived learning, and psychological well-being under the moderating effects of intention to use social media and psychological stress. Results show that higher intentions to use social media alleviated the negative effects of communication apprehension on perceived learning. Interestingly, it was also found that perceived learning had a significant positive relationship with psychological well-being when students experienced higher levels of psychological stress (eustress). Based on the technology acceptance model (TAM) and the transactional theory of stress and coping, we attempt to integrate the findings related to these theories, which can be considered distinct to previous studies. Implications, limitations, and future directions for research and practice have also been discussed.
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Affiliation(s)
- Somya Agrawal
- Department of Information Management, Chaoyang University of Technology, Taichung 413310, Taiwan;
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Zhang G, Yue X, Ye Y, Peng MYP. Understanding the Impact of the Psychological Cognitive Process on Student Learning Satisfaction: Combination of the Social Cognitive Career Theory and SOR Model. Front Psychol 2021; 12:712323. [PMID: 34512469 PMCID: PMC8427433 DOI: 10.3389/fpsyg.2021.712323] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 07/14/2021] [Indexed: 11/13/2022] Open
Abstract
In higher education, student learning satisfaction is a significant predictor of learning that indicates the commitment students have to their learning and future academic achievement. The study combines the social cognitive career theory (SCCT) and the stimulus-organism-response (SOR) model to explore the psychological cognition and attitudes derived from students during their learning, discusses the pattern of student learning satisfaction enhancement from the aspect of process, and further understands the relationships among social support systems, interaction relationships, self-efficacy, generic skills, and learning satisfaction. In this study, 800 valid copies of questionnaires were collected from 12 universities through purposive sampling, and the structural model was analyzed by partial least squares structural equation modeling (PLS-SEM). The results showed that the relationships among all the constructs were positive and showed a significant effect; furthermore, the research results showed that self-efficacy and student generic skills had a significantly indirect effect in the model-specifically, a mediating effect. Finally, corresponding theoretical and practical implications were put forward based on the research results.
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Affiliation(s)
- Guihua Zhang
- Department of Business, Yeungnam University, Gyeongsan, South Korea
| | - Xiaoyao Yue
- Graduate School of Human Sciences, Assumption Universtiy, Bangkok, Thailand
| | - Yan Ye
- Graduate School of Education, Stamford International University, Bangkok, Thailand
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