Coping as a mediator of the relationships between trait intrinsic and extrinsic motivation and approaches to studying during academic exam preparation |
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| Authors: | Giovanni B. Moneta Marcantonio M. Spada |
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| Affiliation: | 1. London Metropolitan University, Faculty of Life Sciences, School of Psychology, Calcutta House, Old Castle Street, London E1 7NT, UK;2. Roehampton University, London, UK;1. Institute for Educational and Information Sciences, University of Antwerp, Belgium;2. Centre for Statistics at the University of Antwerp (StatUA), University of Antwerp, Belgium;1. Institute of Social and Cultural Studies, University of the Punjab, Lahore 54590, Pakistan;2. Institute of Educational Technology, The Open University, Milton Keynes MK7 6AA, United Kingdom;3. Jinnah Hospital, Lahore, Punjab 54550, Pakistan;4. Internal Medicine Residency, Good Samaritan Hospital, Cincinnati, OH 45220, United States;1. College of Business, East Carolina University, Greenville, NC 27858, United States;2. Faculty of Management and Economics, Dalian University of Technology, Dalian, China;1. Roehampton University, United Kingdom;2. Université du Québec à Montréal, Canada;3. University of New South Wales, Australia;4. Australian Catholic University, Australia;1. Accounting and Finance Research and Knowledge Exchange Institute, University of the West of Scotland, University Avenue, Ayr Campus, Ayr KA8 0SX, Scotland, UK;2. Discipline of Accounting, University of Sydney, Business School, The University of Sydney, NSW 2006, Australia |
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| Abstract: | 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. |
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