Multiplicity of Emotions in Moral Judgment and Motivation

Multiple moral emotions were examined from a dynamic motivational framework through two hypothetical dilemmas that originate from the cognitive-developmental research program in morality. A questionnaire based on recognition task measurement of moral motivation and emotions was administered to 546 college students. As part of the dynamic complexity of moral motivation, intrapersonal operation of multiple emotions were expected and found toward each emotion target in each judgment context. Compassion and distress were among the most important moral emotions. Relatively strong degrees of anger and hate were reported toward the victimizers in ways that distinguished judgment choices. Participants distinguished a variety of positive emotions from anger and hate through differential associations with judgment choices. The study revealed orderly patterns of variability in the multiplicity of moral emotional experience based on relations with specific emotion targets, judgment choices, and developmental quality of moral motivation. The overall developmental quality of moral motivation was negatively associated with hate and positively associated with anger toward the victimizers. Emotional awareness was also found to be positively related to the developmental quality of moral motivation. Exploring the intrapersonal multiplicity of moral emotional experience has important implications for understanding the complexity of moral decision making and motivation.     

Dynamics and moderating factors of esport participation and loneliness: A daily diary study

The purpose of this study was to examine the association between esport participation and loneliness, as well as its moderating factors. Chinese college students (N = 216) self-reported their esport playing time and degree of loneliness each day immediately before bedtime for four consecutive weeks. The findings revealed that as playing time increased, students did not experience reduced sense of loneliness during playing esport, but they experienced a temporary and intensified feeling of loneliness the same day following gameplay. Students with higher general loneliness tended to feel more after-game loneliness associated with increased esport participation. Students with higher obsessive passion about esport tended to experience more loneliness (both in-game and after-game) associated with increased esport participation. Students with greater coping motivation about esport tended to experience more in-game loneliness associated with previous increased esport participation. Students who played esport less often with friends in person, or with more escape motivation toward esport, tended to increase esport participation time more following previous increased after-game loneliness. The findings suggested that college students should avoid utilizing esport to achieve a sense of belonging and should be cautious of the loneliness-inducing effect after gameplay. A healthy level of loneliness can be maintained by playing esport more with friends in person, learning strategies to avoid obsessive passion, coping motivation, and escape motivation towards esport.     

Five studies testing two new egoistic alternatives to the empathy-altruism hypothesis

The empathy-altruism hypothesis claims that prosocial motivation associated with feeling empathy for a person in need is directed toward the ultimate goal of benefiting that person, not toward some subtle form of self-benefit. We explored two new egoistic alternatives to this hypothesis. The empathy-specific reward hypothesis proposes that the prosocial motivation associated with empathy is directed toward the goal of obtaining social or self-rewards (i.e., praise, honor, and pride). The empathy-specific punishment hypothesis proposes that this motivation is directed toward the goal of avoiding social or self-punishments (i.e., censure, guilt, and shame). Study 1 provided an initial test of the empathy-specific reward hypothesis. Studies 2 through 4 used three procedures to test the empathy-specific punishment hypothesis. In Study 5, a Stroop procedure was used to assess the role of reward-relevant, punishment-relevant, and victim-relevant cognitions in mediating the empathy-helping relationship. Results of these five studies did not support either the empathy-specific reward or the empathy-specific punishment hypothesis. Instead, results of each supported the empathy-altruism hypothesis. Evidence that empathic emotion evokes altruistic motivation continues to mount.     

Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education

This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly confirmed and partly disconfirmed our expectations in a sample of 409 first-year psychology students. Consistent with the literature, intellectual ability and achievement motivation were associated positively with academic success. For the meaning directed, reproduction directed and application directed learning style, no positive association with academic success could be detected. The undirected learning style, however, appeared to be a consistent negative predictor. For the Big Five personality factors (extraversion, agreeableness, conscientiousness, neuroticism and openness to experience), a consistent, positive association for conscientiousness with academic success was found. The very first examination at the university came out as the most important predictor for academic success, even after two and three years of study. The implications of the results are discussed in relation to the literature and the policy of the Dutch Ministry of Education.     

The importance of parental verbal and embodied mentalizing in shaping parental experiences of stress and coparenting

Parental mentalizing—recognizing that children are separate psychological entities, who have their own thoughts, wishes, and intentions that motivate their behaviors—is traditionally considered a verbal, linguistic capacity. This paper aimed to examine the relation between parental verbal mentalizing (parental reflective function; PRF) and its nonverbal form—parental embodied mentalizing (PEM)—and how both constructs contribute to parents’ subjective experience of parenting, namely parental stress and coparental alliance. 68 mothers and their three-months-old babies were observed to assess PEM, interviewed to code PRF, and completed self-reports of coparental alliance and parental stress. PEM was found to be positively correlated with PRF. Mediation analyses revealed that higher PEM, but not PRF, was associated with lower parental stress, mediated by positive reports of coparental alliance. The findings support adopting a multifaceted approach when studying parental mentalizing, both in terms of assessing parental mentalizing beyond its verbal expressions to include also embodied aspects, as well as investigating its impact beyond infant development to include the familial context within it operates. Conceptual, empirical and clinical implications are discussed.     

Coping as a mediator of the relationships between trait intrinsic and extrinsic motivation and approaches to studying during academic exam preparation

This study investigated how students’ approaches to studying during exam preparation are influenced by their trait intrinsic and extrinsic motivation and situational coping strategies. A sample of 317 college students completed the approaches and study skills inventory for students (ASSIST), the revised COPE (R-COPE), and the work preference inventory (WPI), one week before exams. Structural equation modeling indicated that intrinsic motivation fosters deep and strategic approaches to studying directly and indirectly, through the mediation of approach coping, and prevents surface approach to studying directly and indirectly, through the mediation of avoidance coping. Moreover, the modeling indicated that extrinsic motivation fosters surface approach to studying directly and indirectly, through the mediation of avoidance coping. The implications of these findings are outlined.     

The Dynamic Processes of Influence Between Contextual and Situational Motivation: A Test of the Hierarchical Model in a Science Education Setting

The purpose of the present research was to identify some of the psychological processes through which changes in contextual motivation toward science courses can occur. In line with the hierarchical model of intrinsic and extrinsic motivation ( Vallerand, 1997 ), it is proposed that much of the changes in contextual motivation toward science are induced by repeated changes in situational motivation toward science‐related activities. Furthermore, situational motivation itself is determined by one's contextual motivation. Finally, contextual science motivation should predict intentions of taking future science classes and pursuing a science career. Participants were high school students engaged in science courses. A longitudinal design with 5 measurement time points was used. Overall, the results of structural equation modeling analyses supported the hypotheses.     

Finding Motivation to Learn: Exploring Achievement Goals in California Community College CalWORKs Students

This study investigated the achievement goals and motivations of California Community College CalWORKs students in an effort to better support student success and persistence. This study was guided by three research questions: (1) What type of achievement goals do CalWORKs students enter with? (2) What are their rationales for these types of achievement goals? (3) How malleable are these achievement goals? Interviews with 48 participants focused on better understanding the relationship between achievement goal type and motivation changes while in college. Findings indicate that CalWORKs students enter college with a range of goal types, but formany changes in goal type led to more intrinsic motivation and ultimately persistence toward graduation and career goals. Findings from this study also reveal thatexperiences highlighting students' ability to be competent as learners while balancing other roles helped catalyze change in achievement goal type and/or rationale. The results of this study emphasize that CalWORKs students' achievement goals are malleable, and particular college experiences can facilitate students' movement toward more academically focused goals. More specifically, placing more focus on additional student support programs that can foster peer networking, faculty interactions, and additional career exploration opportunities can lead to change in academic persistence.     

Effects of Directed Thinking on Intentions to Engage in Beneficial Activities: Actions Versus Reasons1

An important application of psychological principles involves increasing intentions to engage in activities that, although admittedly beneficial, are often not initially appealing (e.g., studying, quitting smoking, dieting). The present study tests the utility of directed thinking as a tool for eliciting intentions to engage in such activities. Undergraduate students were directed to think either about the reasons why people should find studying enjoyable or about the actions that people might take to make studying enjoyable. Regardless of whether they thought as individuals or in cooperating dyads, students who thought about actions later reported greater intentions to spend time studying than did students who thought about reasons. The results have both theoretical and practical significance.     

学习焦虑、学习态度和投入动机与学业成绩关系的研究——关于《心理统计学》学习经验的调查

本研究对122名本科生《心理统计学》课程的学习经验进行调查,其结果为:(1)在该课程的学习经验和考试成绩上男、女生差异显著,它表现在学习态度层面的有用性和成就态度,投入动机层面的自我投入上女生均优于男生;研究还发现,考分低则焦虑水平较高;(2)学习焦虑、学习态度、投入动机与考试成绩之间有显著相关,其中学习焦虑与成绩呈负相关,学习态度、投入动机与成绩呈正相关;(3)学习焦虑,学习态度和投入动机均影响学习成绩。学习成绩不仅受到学习焦虑和投入动机的直接影响,还受到学习态度等因素的间接影响。     

Fundamental movement skills and motivational factors influencing engagement in physical activity

To assess whether subgroups based on children's fundamental movement skills, perceived competence, and self-determined motivation toward physical education vary with current self-reported physical activity, a sample of 316 Finnish Grade 7 students completed fundamental movement skills measures and self-report questionnaires assessing perceived competence, self-determined motivation toward physical education, and current physical activity. Cluster analysis indicated a three-cluster structure: "Low motivation/low skills profile," "High skills/low motivation profile," and "High skills/high motivation profile." Analysis of variance indicated that students in the third cluster engaged in significantly more physical activity than students of clusters one and two. These results provide support for previous claims regarding the importance of the relationship of fundamental movement skills with continuing engagement in physical activity. High fundamental movement skills, however, may represent only one element in maintaining adolescents' engagement in physical activity.     

The effects of different learning environments on students’ motivation for learning and their achievement

Background. Research in higher education on the effects of student‐centred versus lecture‐based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self‐determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. Aim. The purpose of the study is to investigate the effects of different learning environments on students’ motivation for learning and achievement, while taking into account the perceived need support. Sample. First‐year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case‐based assessment were administered. Method. A quasi‐experimental pre‐test/post‐test design was set up consisting of four learning environments: (1) lectures, (2) case‐based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Results. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture‐based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. Conclusions. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students’ motivation.     

感知的父母及教师支持与学生STEAM学习的持续性动机:学习兴趣和自我效能感的多重中介作用

基于PISA2015年中国四省市数据,探讨了感知的父母和教师支持、STEAM学习兴趣及自我效能感对学生STEAM学习的持续性动机的影响。结果发现:感知的父母和教师支持显著地正向预测STEAM学习兴趣和自我效能感;STEAM学习兴趣和自我效能感在感知的父母支持和持续性动机间起完全中介作用,而在感知的教师支持与持续性动机间起部分中介作用。研究拓展了STEAM教育下学习动机的研究范围,为后续增强学生STEAM学习的持续性动机提供了相应的参考。     

小学生学习动机的培养:五年追踪研究

采用聚合交叉研究设计,利用"学思维"活动课程,对某小学1～3年级学生的学习动机进行了4年的干预培养,停止培养一年后,再次收集了数据,分析了变化趋势、即时效果及其长时效应。结果表明:(1)随着年龄的增大,儿童的表层动机和成就动机呈下降趋势;深层动机呈先上升后下降的趋势;(2)男生的表层动机和成就动机都高于女生;(3)年级越高,表层动机、深层动机和成就动机越低;(4)培养一年后,实验组学生的深层动机显著高于控制组,且长时效应显著。     

The impact of attitudes toward the personal future on study motivation and work orientations of nonworking adolescents

A study of the relationship between images of the future and aspirations of nonworking adolescents was undertaken to test the hypothesis that pessimism about the future results in reduced study motivation and conventional work orientations. A sample of 171 high school and university students was administered a questionnaire to determine their attitudes toward the future, study motivation (general, value of certificates, profession oriented) and work orientations. Results were contrary to expectations. The students had a positive attitude toward the future, were highly motivated to study, and were optimistic about their professional careers. Generational differences (i.e., age differences) were pronounced. Results are discussed in the context of the value changes of the last decade.     

Orientation Toward Intrinsic Motivation Mediates the Relationship Between Metacognition and Creativity

Metacognition and motivation are considered key facets of self-regulation in various contexts. Recent studies identified a link between metacognition and creative performance, with metacognitively aware students performing more creatively and exhibiting higher levels of intrinsic and identified extrinsic motivation. The present study aims to examine the relationship between metacognition, orientation toward intrinsic or extrinsic motivation, and creative performance. One hundred nineteen university students completed the Metacognitive Awareness Inventory (MAI) and Scale of Intrinsic versus Extrinsic Orientation in the Classroom and performed four verbal creativity tasks (product improvement task, consequences task, and two unusual uses tasks). The partial correlation network showed that all the creativity tasks were uniquely related to at least one facet of metacognition, and that the most complex task (product improvement task) was linked to both metacognitive knowledge and regulation. Furthermore, the structural equation model indicated that orientation toward intrinsic motivation mediated the relationship between metacognition and creative performance, explaining 16% of the variance in creative performance.     

Assessing the Connection between Students’ Justice Experience and Attitudes Toward Academic Cheating in Higher Education New Learning Environments

The present study is aimed at comprehensively assess tendency to neutralize (justify) academic cheating as a function of individual experience of teachers’ just behavior and new learning environments (NLE), while considering the Belief in a Just World (BJW) as a personal resource that has the potential to enhance those experiences. Data were collected from a sample of 193 second-year undergraduate college students. Path analysis main results showed that students who evaluated their teachers’ behavior toward them personally as just, held more positive evaluation of the learning environment, and were less inclined toward academic cheating neutralization. Personal BJW was partly associated with the perceived NLE, this connection was primarily mediated by the experience of teacher justice. Moreover, students’ evaluation of their teachers’ just behavior was a stronger negative predictor of academic cheating neutralization than perceived forms of NLE. Interpretation of these results, applications and implications for future research are discussed.     

An Examination of Daily Experiences of Sexism and Reactivity among Women in U.S. Male-Dominated Academic Majors Using Experience Sampling Methodology

Retrospective surveys and qualitative research have found that women in male-dominated majors (MDMs) commonly experience sexism during college, but less research has been devoted to better understand the daily experiences of sexism and attitudinal reactivity—defined as the likelihood that an individual’s attitudes will change as a result of sexism. This study utilized experience sampling methodology, which involves participants reporting current experiences multiple times per day, to better understand the unique daily experiences of sexism and reactivity among women in MDMs compared to both men in MDMs and women in gender-neutral majors (GNMs). For 2 weeks, four times a day, 120 U.S. college students (40 women in MDMs, 40 men in MDMs, 40 women in GNMs) were signaled to report sexist events that occurred in the last hour, current attitudes toward fit with their major, and academic motivation. Although a majority experienced at least one sexist event during the 2 weeks, results indicated that, unexpectedly, women in MDMs did not experience more sexist events around the time they attended a major class compared to the control groups. Women in MDMs, however, were more reactive to sexism. During the same hour they reported sexism, women in MDMs (unlike students in control groups) reported lower attitudes toward fit with their major. Results suggest that interventions should focus on creating contextual resources that may help women in MDMs cope with sexism.

     

Evoked prior learning experience and approach to learning as predictors of academic achievement

Background. In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self‐efficacy, deeper approaches to learning, higher quality teaching, students’ perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. Aim. To investigate how students’ evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self‐efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Sample. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. Method. A 77‐item questionnaire was used to gather students’ self‐report of their evoked prior experience (self‐efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi‐variable (structural equation modelling) methods. Results. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi‐variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self‐efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was not related to academic achievement, and teaching quality and conceptions of learning were only indirectly related to achievement. Conclusions. Research aimed at understanding how students experience their learning environment and how that experience relates to the quality of their learning needs to be conducted using a wider range of variables and more sophisticated analytical methods. In this study of one context, some of the relations found in earlier bivariate studies, and on which learning intervention strategies have been built, are not confirmed when more holistic teaching–learning contexts are analysed using multi‐variable methods.