scholarly journals Personal and Social Resources Interplay Synergistically to Enhance Academic Motivation

2018 ◽  
Vol 7 (2) ◽  
pp. 196
Author(s):  
Shameem Fatima ◽  
Humera Sharif ◽  
Gregory Zimet
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Perceived Social Support ◽  
Self Determination Theory ◽  
Social Resources ◽  
Self Determination ◽  
Interactive Effects ◽  
Significant Other ◽  
University Undergraduates

Guided by self-determination theory, the present study examines independent and interactive roles of self-efficacy and perceived social support in predicting types of academic motivation. Data were collected from 325 university undergraduates in 18-23 years of age (M=21.09, SD=1.34) from the fifth biggest city of South Asia. Results showed the independent and interactive effects of self-efficacy and social support from friends and from a significant other on intrinsic academic motivation after controlling the potential confounding due to demographics. Social support from friends, but not from family and a significant other, independently predicted extrinsic academic motivation. Neither self-efficacy nor social support significantly predicted amotivation.

scholarly journals Depression Differentially Predicts Quality of Life at levels of Self-Efficacy and Social Support in Cardiovascular Patients

2020 ◽  
Vol 4 (1) ◽  
pp. 01-06
Author(s):  
Shameem Fatima
Keyword(s):  
Quality Of Life ◽  
Social Support ◽  
Self Efficacy ◽  
Perceived Social Support ◽  
Self Report ◽  
Poor Predictor ◽  
Government Sector ◽  
Cardiovascular Patients ◽  
Negative Predictor

Objective: The objectives of the study were twofold: i) to assess whether depression independently predicts four quality of life (QOL) domains in CVD patients; and ii) whether depression interacts with self-efficacy and perceived social support to predict QOL domains among cardiovascular diseases (CVD) patients. Methods: Participants were 174 CVD patients taken from three major government sector hospitals of Lahore who were assessed on self-report measures of depression, self-efficacy, social support and QOL. Results: It was found that depression was a significant negative predictor of all four QOL domains among CVD patients. Furthermore, results from regression analysis demonstrated that depression significantly interacted with self-efficacy to predict physical and environmental QOL. Additionally, depression interacted with social support to physical and social QOL. Specially, depression was a stronger negative predictor of QOL domains at lower levels of self-efficacy and social support while it was a poor predictor at higher levels of self-efficacy and support. Conclusion: It was concluded that social support and self-efficacy act as buffering factors against devastating effects of depression on QOL among CVD patients.

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

scholarly journals Motivational Determinants of Physical Activity in Disadvantaged Populations with (Pre)Diabetes: A Cross-Cultural Comparison

2021 ◽  
Author(s):  
Jeroen De Man ◽  
Francis Xavier Kasujja ◽  
Peter Delobelle ◽  
Kristi Sidney Annerstedt ◽  
Helle Mölsted Alvesson ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
South Africa ◽  
Self Efficacy ◽  
Process Model ◽  
Perceived Social Support ◽  
Cross Cultural ◽  
Equation Modeling ◽  
Motivational Process ◽  
Identified Regulation

Abstract BackgroundUnderstanding motivational determinants of physical activity (PA) is essential to guide the implementation of PA at individual and population level. Knowledge about the cross-cultural generalizability of these determinants is lacking and they have mostly been studied as separate factors. This study compares a motivational process model across samples from diverse populations with, or at risk of diabetes. MethodsMeasurement invariance of barrier identified regulation, barrier self-efficacy and social support was assessed in a rural Ugandan sample (n=712) and disadvantaged samples with high proportions of immigrants in urban South Africa (n=566) and Sweden (n=147). These motivational determinants were then compared through multigroup structural equation modeling.ResultsThe studied motivational constructs showed scalar invariance. Latent mean levels of perceived social support and barrier self-efficacy were lower in South Africa and Sweden. Structural models (for different PA outcomes) were not consistent across settings except for the association between perceived social support and identified regulation. Identified regulation was only associated with vigorous PA in Uganda and with moderate PA in South Africa. The association between social support and PA outcomes ranged from weak to not significant and the association between self-efficacy and PA was not significant. Self-reported PA was highest in Uganda and lowest in Sweden. Self-reported vigorous PA was significantly related to lower hemoglobin A1c levels, while moderate PA was not.ConclusionsFindings suggest that: 1) it is feasible to compare a motivational process model across diverse settings; 2) there is lower perceived social support and self-efficacy in the urban, migrant samples; 3) identified regulation is a more promising determinant of PA than self-efficacy or social support in these populations; 4) associations between motivational determinants and PA depend on the perceived type and/or intensity of PA; 5) perceived relatedness functions as a basic psychological need across diverse settings; and 6) people’s perception of the PA they perform depends on their perceived level of intensity of PA which would have major implications for health promotion.

scholarly journals Academic motivation in early adolescence based on self-determination theory

2015 ◽  
Vol 47 (2) ◽  
pp. 222-248 ◽  
Author(s):  
Dusana Sarcevic
Keyword(s):  
Early Adolescence ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Psychometric Characteristics ◽  
Theoretical Assumption ◽  
Internal Motivation ◽  
Total Agreement ◽  
External Motivation

This paper has tested the most frequently used instrument for assessing academic motivation in adolescents, which measures seven aspects of motivation in accordance with the self-determination theory. In the first version of this questionnaire, four factors were singled out in the Serbian sample. Based on the first version, the second one was made under the name AMS, containing 32 items with five-degree categories of answers ranging from total disagreement to total agreement. The AMS questionnaire was administered on the convenient sample of 1.106 respondents aged 10 to 15 of both genders (51% female). Four factors were extracted, defined as Internal motivation, External motivation, Introjected motivation and Amotivation. The self-determination continuum has not been confirmed completely since some dimensions have a different status of self-determination than it was expected, while psychometric characteristics of the scales proved to be very good. Compared to the first version, this version of the questionnaire has better psychometric characteristics, reflects more clearly the theoretical assumption about the aspects of academic motivation and partially confirms its continuum. Hence, it can be stated that the AMS questionnaire is a good enough indicator of academic motivation in early adolescence.

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