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

The association between online class-related enjoyment and academic achievement of college students: a multi-chain mediating model

BACKGROUND

Based on the control-value theory of achievement emotion and self-determination motivation theory, this study attempted to examine the multi-chain mediating relationships among online class-related enjoyment, school motivation, learning engagement and academic achievement.

METHODS

This is an empirical study based on cross-sectional data. Online class-related enjoyment is the independent variable, academic achievement is the dependent variable, and school motivation and learning engagement are the mediating variables. Sample data were collected from 1294 Chinese college students, and SPSS macro program PROCESS 3.3 was used for data analysis.

RESULTS

The present study confirmed that students' online class-related enjoyment has a significant positive correlation with academic achievement. And there is a positive correlation between college students' school motivation with learning engagement and college students' learning engagement with academic achievement. In addition, online class-related enjoyment affects academic achievement through the chain mediating effect of school motivation and learning engagement.

CONCLUSIONS

Our study indicated that online class-related enjoyment has a significant impact on academic achievement. Both of these factors should be considered when determining the optimal multi-chain mediating model for Online Class-related Enjoyment and Academic Achievement of college students.

A Shorter Form of the Work Extrinsic and Intrinsic Motivation Scale: Construction and Factorial Validation

While workplace mental health has attracted attention in many countries, work motivation remains under-researched. Research identified that work motivation is associated with many organisational positive outcomes including workplace mental health. One well-recognised measure is the Work Extrinsic and Intrinsic Motivation Scale (WEIMS). Conceptualised on the Self-Determination Theory, this 18-item scale examines six types of work motivation: Intrinsic Motivation, Integrated Regulation, Identified Regulation, Introjected Regulation, External Regulation, and Amotivation. WEIMS can be too long for busy people at work. Accordingly, we constructed and validated a shorter form of WEIMS (SWEIMS), comprising 12 items that evaluate the same six work motivation types. Data collected from two professional samples were analysed to construct and validate the factorial structure: 155 construction workers (138 males and 17 females, Age 40.28 ± 11.05) and 103 hospitality workers (47 males and 56 females, Age 28.2 ± 8.6 years). Correlation analyses and confirmatory factor analyses were performed. Two items from each type were selected based on the strength of correlations with the target WEIMS subscale. SWEIMS demonstrated adequate internal consistency (α ≧ 0.65), and strong correlations with the original version of WEIMS (r = 0.73) in both samples. SWEIMS confirmatory factor analysis replicated the six-factor model of the original SWEIMS. SWEIMS can be a reliable, valid, and user-friendly alternative to WEIMS.

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

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