![]()
AMBIENTUM BIOETHICA BIOLOGIA CHEMIA DIGITALIA DRAMATICA EDUCATIO ARTIS GYMNAST. ENGINEERING EPHEMERIDES EUROPAEA GEOGRAPHIA GEOLOGIA HISTORIA HISTORIA ARTIUM INFORMATICA IURISPRUDENTIA MATHEMATICA MUSICA NEGOTIA OECONOMICA PHILOLOGIA PHILOSOPHIA PHYSICA POLITICA PSYCHOLOGIA-PAEDAGOGIA SOCIOLOGIA THEOLOGIA CATHOLICA THEOLOGIA CATHOLICA LATIN THEOLOGIA GR.-CATH. VARAD THEOLOGIA ORTHODOXA THEOLOGIA REF. TRANSYLVAN
|
|||||||
The STUDIA UNIVERSITATIS BABEŞ-BOLYAI issue article summary The summary of the selected article appears at the bottom of the page. In order to get back to the contents of the issue this article belongs to you have to access the link from the title. In order to see all the articles of the archive which have as author/co-author one of the authors mentioned below, you have to access the link from the author's name. |
|||||||
STUDIA PSYCHOLOGIA-PAEDAGOGIA - Issue no. 1 / 2017 | |||||||
Article: |
PROACTIVE COPING, ENGAGEMENT IN LEARNING AND DEEP PROCESSING AS MEDIATORS BETWEEN AUTONOMOUS MOTIVATION AND ADJUSTMENT AT SCHOOL. Authors: VIOREL MIH, CODRUȚA MIH, VIOREL DRAGOŞ. |
||||||
Abstract: DOI: 10.24193/subbpsyped.2017.1.02 Published Online: 2017-06-30 Published Print: 2017-06-30 pp. 27-46 VIEW PDF FULL PDF ABSTRACT:The study explores the role of autonomous motivation in predicting proactive coping, motivational study strategies and tested strategies as mediators of the relationship between coping strategy and adjustment at school. A sample of 183 high school students completed a series of questionnaires assessing motivation, coping, study strategies, and perceptions of adjustment at school. Findings revealed one model for consequences of autonomous motivation. Analyses that used structural equation modeling showed that the students’ self-determined motivation predicted proactive coping strategy autonomous goal setting with self-regulatory goal attainment cognitions and behaviour. Further, these resilience resources predicted deep processing, students’ intentions to persist in school task, effort, and implicit academic adjustment like education aspiration, homework and students’ intentions to persist in high school. The findings underscore the importance of autonomous motivation and proactive coping strategy in adjustment at school and suggest that interventions could usefully target the consequences of these processes. The theoretical and practical implications as well as the controversy over the relation between motivation, coping and school adjustment are discussed. Keywords: self-determination theory, autonomous motivation, proactive coping, engagement in learning, deep processing, adjustment at school. REFERENCES Aspinwall, L.G. & Taylor, S.E. (1992). Modeling cognitive adaptation: A longitudinal investigation of the impact of individual differences and coping on college adjustment and performance. Journal of Personality and Social Psychology, 63, 989–1003. Benedetti, A.A., Diefendorff, J. M., Gabriel, A.S. & Chandler, M.M. (2015). The effects of intrinsic and extrinsic sources of motivation on well-being depend on time of day: The moderating effects of workday accumulation. Journal of Vocational Behavior, 88, 38 – 46. Boekaerts, M. & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In Boekaerts, M., Pintrich, P.R., and Zeidner, M. (eds.), Handbook of Self-regulation: Theory, Research, and Applications, Academic Press, San Diego, CA, pp. 417–450. Bono, J.E. & Judge, T.A. (2003). Self-concordance at work: Understanding the motivational effects of transformational leaders. Academy of Management Journal, 46, 554 –571. Campbell A., Converse P., Rogers W. (1976). The quality of American life: Perceptions, evaluations, and satisfactions. New York: Russell Sage Found. Carver, C.S. & Scheier, M.F. (1998). On the self-regulation of behavior. New York: Cambridge University Press. Carver, C.S., Scheier, M.F. & Weintraub, J.K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56 (2), 267-283. Chiaburu, D., Baker, V. & Pitariu, A. (2006). Beyond being proactive: what (else) matters for career self-management behaviors? Career Development International, 11, 619-632. Chouinard, R., Karsenti, T. & Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77, 501–517. Claxton, G. (2007). Expanding young people’s capacity to learn. British Journal of Educational Studies, 55(2), 1–20. da Motta Veiga, S.P. & Gabriel, A.S. (2016). Motivation and job search processes. Journal of Applied Psychology, 3, 350 –361. Deci, E.L. & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. Deci, E.L. & Ryan, R.M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024–1037. Deci, E.L. & Ryan, R.M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychologic Inquiry, 11, 319–338. Deci, E.L. & Ryan, R.M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14–23. Dunleavy, J. & Milton, P. (2009). What did you do in school today? Exploring the concept of Student Engagement and its implications for Teaching and Learning in Canada. Toronto: Canadian Education Association (CEA), 1-22. Elliot, A.J., McGregor, H.A. & Gable, S.L. (1999). Achievement goals, study strategies, and exam performance: A meditational analysis. Journal of Educational Psychology, 91, 549–563. Fenollar, P., Román, S. & Cuestas, P.J. (2007). University student’s academic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77, 873–891. Gagné, M. & Deci, E.L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331–362. Gao, Z.Y. & Newton, M. (2009). Examining the mediating role of strategy use on students’ motivation and persistence/ effort in physical education. Journal of Sport Behavior, 32(3), 275-297. Greenglass, E. (2002). Proactive coping. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, vision and challenges. (pp.37-62). London: Oxford University Press. Greenglass, E.R. & Fiksenbaum, L. (2009). Proactive Coping, Positive Affect, and Well-Being: Testing for Mediation Using Path Analysis. In J. P. Ziegelmann & S. Lippke (Eds.), European Psychologist, Special section on theory-based approaches of stress and coping, 14, 29-39. Greenglass, E.R., Schwarzer, R. & Taubert, S. (1999). The Proactive Coping Inventory (PCI): A multidimensional research instrument. [On-line publication. Available at: http://www.psych.yorku.ca/greenglass/]. Greenglass, E.R., Marques, S., deRidder, M. & Behl, S. (2005). Positive coping and mastery in a rehabilitation setting. International Journal of Rehabilitation Research, 28, 331-339. Grolnick, W.S. & Ryan, R.M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81, 143 154. Judge, T.A., Bono, J.E., Erez, A. & Locke, E.A. (2005). Core self-evaluations and job and life satisfaction: The role of self-concordance and goal attainment. Journal of Applied Psychology, 90, 257–268. Ladd, G.W. & Dinella, L.M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101, 190–206. Liu, Y., Ferris, G.R., Zinko, R., Perrewé, P.L., Weitz, B. & Xu, J. (2007). Dispositional antecedents and outcomes of political skill in organizations: A four-study investigation with convergence. Journal of Vocational Behavior, 71, 146–165. McWhaw, K. & Abrami, P.C. (2002). Student goal orientation and interest: Effects on students’ use of self-regulated learning strategies. Contemporary Educational Psychology, 26(3), 311–329. Mih, V. (2013). Role of parental support for learning, autonomous / control motivation, and forms of self-regulation on academic attainment in high school students: a path analysis. Cognition, Brain, Behavior, An Interdisciplinary Journal, 17(1), 35-60. Mih, V. & Mih, C. (2013). Perceived autonomy-supportive teaching, academic self-perceptions and engagement in learning: toward a process model of academic achievement. Cognition, Brain, Behavior. An Interdisciplinary Journal, 17(4), 289-314. Mih, C. & Mih, V. (2016). Fear of failure, Disaffection and Procrastination as mediators between Controlled Motivation and Academic Cheating. Cognition, Brain, Behavior. An Interdisciplinary Journal, 19(2), 117-132. Miller, R.B., Greene, B.A., Montalvo, G.P., Ravindran, B. & Nichols, J.D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388–422. Morrison, G.M. & Allen, M. (2007). Promoting student resilience in school contexts. Theory into Practice, 46, 162–169. Niemiec, C.P., Lynch, M.F., Vansteenkiste, M., Bernstein, J., Deci, E.L. & Ryan, R.M. (2006). The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization, Journal of Adolescence 29, 761–75. Pelletier, L.G., Fortier, M., Vallerand, R.J. & Brière, N.M. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion, 25, 279–306. Phan, H.P. (2009). Reflective thinking, effort, persistence, disorganization and academic performance: A mediated approach. Electronic Journal of Research in Educational Psychology, 7(3), 927–952. Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452–494). San Diego: Academic. Pintrich, P.R. & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. Pintrich, P.R. & Schunk, D.H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Pintrich, P.R., Smith, D.A., García, T. & McKeachie, W.J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-803. Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159–175. Ryan, R.M. & Connell, J.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761. Ryan, R.M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. Ryan, R.M. & Deci, E.L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In: E.L. Deci & R.M. Ryan (Eds), Handbook of self-determination research (pp. 3–33). Rochester, NY: Rochester University Press. Ryan, R.M., Rigby, S. & King, K. (1993). Two types of religious internalization and their relations to religious orientations and mental health. Journal of Personality and Social Psychology, 65, 586-596. Savin-Baden, M. & Major, C.H. (2004). Foundations of Problem-based Learning. Buckingham: SRHE/Open University Press. Schwarzer, R. & Taubert, S. (2002). Tenacious goal pursuits and striving toward personal growth: Proactive coping. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, visions and challenges (pp. 19-35). London: Oxford University Press. Senécal, C., Koestner, R. & Vallerand, R.J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135(5), 607-619. Sheldon, K.M. (2004). Optimal human being: An integrated multi-level perspective. Mahwah, NJ: Laurence Erlbaum Associates. Sheldon, K.M. & Elliot, A.J. (1998). Not all personal goals are ‘personal’: Comparing autonomous and controlling goals on effort and attainment. Personality and Social Psychology Bulletin, 24, 546 –557. Sheldon, K.M., Arndt, J. & Houser-Marko, L. (2003). In search of the organismic valuing process: The human tendency to move towards beneficial goal choices. Journal of Personality, 71, 835–869. Simons, J., Dewitte, S. & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you’ll know what you learn! British Journal of Educational Psychology, 74, 343–360. Skinner, E.A. & Belmont, M.J. (1993). Motivation in the classroom: Reciprocal effects of teacher behaviour and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581. Skinner, E.A. & Edge, K. (2002). Parenting, motivation, and the development of coping. In L.J. Crockett (Ed.), The Nebraska Symposium on Motivation: Motivation, agency, and the life course (pp. 77–143). Lincoln, NB: University of Nebraska Press. Skinner, E.A., Kindermann, T.A. & Furrer, C.J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493–525. Soenens, B. & Vansteenkiste, M. (2010). A theoretical upgrade of the concept of parental psychological control: Proposing new insights on the basis of self-determination theory. Developmental Review, 30, 74 –99. Struthers, C.W., Perry, R.P., and Menec, V.H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in Higher Education 41, 581–592. Tabachnick, B.G. & Fidell, L.S. (2001). Using Multivariate Analysis. Boston: Allyn and Bacon. Vallerand, R.J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M.P. Zanna (Ed.), Advances in experimental social psychology (Vol. 29, pp. 271-360). San Diego: Academic Press. Vallerand, R.J., Fortier, M.S. & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161–1176. Vallerand, R.J., Pelletier, L.G., Blais, M.R, Brière, N.M., Senécal, C. & Vallières, E.F. (1992). The academic motivation scale: a measure of intrinsic, extrinsic, and a motivation in education. Educational and Psychological Measurement, 52, 1003-1017. Vansteenkiste, M., Niemiec, C.P. & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. In T.C. Urdan & S.A. Karabenick (Eds.), Advances in motivation and achievement v. 16A – The decade ahead: Theoretical perspectives on motivation and achievement (pp. 105–165). London: Emerald Group Publishing Limited. Vansteenkiste, M., Simons, J., Lens, W., Soenens, B. & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Development, 76, 483–501. Vansteenkiste, M., Zhou, M., Lens, W. & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97, 468–483. Wentzel, K.R. (1996). Social and academic motivation in middle school: Concurrent and long-term relations to academic effort. Journal of Early Adolescence, 16, 390–406. Vermunt, J.D. (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: a phenomenographic analysis. Higher Education 31, 25–50. Williams, G., Grow, V.G., Freedman, Z.R., Ryan, R.M. & Deci, E.L. (1996). Motivational predictors of weight loss and weight loss maintenance. Journal of Personality and Social Psychology, 70, 115–126. Wright, B.D. (1968). Sample-free test calibration and person measurement. Proceedings of the 1967 Invitational Conference on Testing Problems, 85–10. Princeton, N.J.: Educational Testing Service. Xiang, P. & Lee, A. (2002). Achievement goals, perceived motivational climate and students’ self-reported mastery behaviors. Research Quarterly for Exercise and Sport, 73, 58-65. Zhou, M., Ma, W.J. & Deci, E.L. (2009). The importance of autonomy for rural Chinese children’s motivation for learning. Learning and Individual Differences, 19, 492–498. Zimmerman, B.J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press. Zimmerman, B.J. & Risemberg, R. (1997). Caveats and recommendations about self-regulation of writing: A social cognitive rejoinder. Contemporary Educational Psychology, 22, 115-122. |
|||||||
![]() |
|||||||