scholarly journals Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

2016 ◽  
Vol 7 ◽  
Author(s):  
Xavier Oriol ◽  
Alberto Amutio ◽  
Michelle Mendoza ◽  
Silvia Da Costa ◽  
Rafael Miranda
Keyword(s):  
University Students ◽  
Intrinsic Motivation ◽  
Academic Engagement ◽  
Positive Emotions ◽  
Mediating Role

Relationship between Academic Boredom, Learning Climate and Academic Motivation Among University Students

2019 ◽  
Vol 34 (3) ◽  
pp. 621-638
Author(s):  
Saira Khan ◽  
Rayna Sadia ◽  
Saba Zahid Hayat ◽  
Sonia Tahir
Keyword(s):  
University Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Negative Relationship ◽  
Study Data ◽  
Learning Climate ◽  
Mediating Role ◽  
Academic Motivation Scale

The present research aimed at exploring the relationship between academic motivation, learning climate (Autonomy supported) and academic boredom among university students. In addition to this it aimed at confirming the mediating role of learning climate in relationship between intrinsic motivation and academic boredom among students studying in Universities of Pakistan. For the present study data was collected from 399 university students. The age of the sample ranged from 17 to 35 years (M = 21.45, SD = 2.40). Reliability coefficients of all the variables ranged from .65-.89 (Class Related Boredom Scale = .89, Learning Climate Questionnaire =.88, Academic Motivation Scale = .82, Intrinsic Motivation = .81, Extrinsic Motivation = .81, and A Motivation =.65). Further correlational analysis indicated a negative relationship of classroom related boredom with learning climate and intrinsic motivation. However, class related boredom was found to have positive relationship with extrinsic and a motivation. Learning climate (autonomy supportive) showed positive relation with intrinsic motivation. Based upon literature, mediation analysis was carried out which confirmed the mediating role of learning climate (autonomy supportive) in relation between intrinsic motivation and academic boredom. In the light of existing literature, findings were discussed, and suggestions were given for future researches.

scholarly journals Supportive study climate and academic performance among university students: the role of psychological capital, positive emotions and study engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Terje Slåtten ◽  
Gudbrand Lien ◽  
Solveig Beyza Narli Evenstad ◽  
Terje Onshus
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Structural Equation ◽  
Positive Emotions ◽  
Psychological Capital ◽  
Equation Modeling ◽  
Content Type ◽  
Mediating Role ◽  
Study Engagement

Purpose The overall aim of this study is to explore factors associated with academic performance among university students. Specifically, it explores whether a supportive study climate is directly related to academic performance and whether students’ psychological capital (PsyCap), positive emotions and study engagement play a role in the relationship between supportive study climate and academic performance. Design/methodology/approach A total of 588 bachelor students from a range of academic programs participated in a survey. The partial least squares (PLS)-based structural equation modeling (SEM) was used to test the conceptual models and the hypothesized relationships, using the software SmartPLS. Findings No support was found for a direct relationship between supportive study climate and academic performance. However, the results show that PsyCap, positive emotions and study engagement have a mediating role between supportive study climate and academic performance. In addition, the findings reveal a multifaceted pattern among PsyCap, positive emotions and study engagement that promotes academic performance. Originality/value This is the first study that simultaneously explores the role of PsyCap, emotions and study engagement between supportive study climate and academic performance among university students. Consequently, it broadens and deepens previous research and offers both theoretical and practical implications.

scholarly journals Social Achievement Goals and Academic Engagement: The Mediating Role of Academic and Social Positive Emotions

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Saman Kamari ◽  
Mahbobeh Fouladchang ◽  
Farhad Khormaei ◽  
Bahram Jowkar
Keyword(s):  
Achievement Goals ◽  
Latent Variables ◽  
Academic Engagement ◽  
Structural Equation ◽  
Positive Emotions ◽  
Equation Modeling ◽  
Mediating Role ◽  
Social Achievement ◽  
Academic Hope

Background: Social-cognitive theorists suggest that cognitive-emotional factors play essential roles in academic outputs like academic engagement. Objectives: The purpose of the present study was to investigate the relationship between social achievement goals and academic engagement by mediating role of academic and social positive emotions. Methods: The method of present study was descriptive cross-sectional study based on correlational research. Using cluster multi-stage sampling method, this study included 566 undergraduate students (278 male and 288 female) in the first semester of 2018. The research instruments were Social Achievement Goals scale, Academic Hope scale, Admiration scale, and Academic Engagement inventory. Data were analyzed using correlation matrix and structural equation modeling. Results: Results of analyzing data showed that social development goal had a positive indirect effect (β = 0.41, P = 0.01) on academic engagement through academic hope and admiration. Also, social demonstration-approach goal had an indirect and negative effect (β = -0.08, P = 0.01) on academic engagement by the mediating role of admiration. In general, the research model was able to explain 31% of the variance of academic engagement with two latent variables of social achievement goals and academic and social positive emotions. Conclusions: In general, social achievement goals and positive emotions significantly explained the variance of academic engagement. The findings provide supportive evidence for how motivations and emotions can affect academic engagement.

A Cross-Level Theoretical and Empirical Model of Positive Emotions, Leader Identification, and Leader–Member Exchange

2021 ◽  
Vol 20 (3) ◽  
pp. 124-135
Author(s):  
Chongrui Liu ◽  
Cong Wang ◽  
Yan Liu ◽  
Xuran Liu ◽  
Yuan Ni
Keyword(s):  
Positive Emotions ◽  
Leader Member Exchange ◽  
Mediating Role ◽  
Member Exchange ◽  
Leadership Context ◽  
Broaden And Build Theory ◽  
Mediating Factor ◽  
The Relationship ◽  
Moderating Role

Abstract. Although leader–member exchange (LMX) has been widely studied, knowledge about how followers influence the LMX process remains unknown. By integrating the broaden-and-build theory (BBT) with the emotion as social information (EASI) theory, we develop a follower-centric multilevel model to investigate how followers' positive emotions have an impact on LMX via the mediating role of leader identification and the moderating role of leaders' positive emotions. We conducted a survey with 319 Chinese employees from 67 teams. The results indicated that leader identification served as a mediating factor in the relationship between followers' positive emotions and LMX. The work unit leaders' positive emotions strengthened the relationship between leader identification and LMX and moderated the mediated relationship among followers' positive emotions, leader identification, and LMX. Altogether, our findings inform new knowledge in terms of how followers may influence the development of LMX. We also help to extend the BBT and the EASI theory to the leadership context.

Modeling Structural Equations of Relationships between Attachment Styles and Self-Differentiation with Academic Performance of University Students with the Mediating Role of Health Promoting Lifestyle

2021 ◽  
Author(s):  
Vafa Mostafa ◽  
Hajar Falahzadeh ◽  
Sorur Ahmadi ◽  
Omid Hamidi
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Attachment Styles ◽  
Structural Equation ◽  
Equation Modeling ◽  
Mediating Role ◽  
Health Promoting ◽  
Health Promoting Lifestyle ◽  
Self Differentiation

Aim: The aim of this study was to test the structural equation model of relationships between attachment styles and self-differentiation with academic performance of university students with the mediating role of health-promoting lifestyle. Methods: The method of this research was descriptive and correlation type. The statistical population consisted of all undergraduate students of Shahid Beheshti University (1554 people) in the academic year of 2018-2019. The sample size was estimated to be 308 based on Cochran formula. Eventually 305 questionnaires were finalized. Research tools included the Self-Distinction Questionnaire (Skowron & Schmitt, 2003), the Adults Attachment Inventory (AAI) (Hazen and Shaver, 1987), the Health Promoting Lifestyle Profile (Walker, Sichrist & Pender, 1995) and the Educational Performance Test (Pham and Taylor, 1999) were used and data were analyzed by descriptive and inferential statistical methods (Pearson correlation, path analysis and structural equation modeling) using SPSS 23 and AMOS 26 statistical softwares. Findings: The results showed that attachment styles and self-differentiation have a significant relationship with academic performance and these variables are able to directly predict academic performance (p<0.01). Promotional lifestyles can also play a mediating role between attachment styles and self-differentiation with academic performance (p<0.01). Conclusion: Regarding the relationship between attachment styles, self-differentiation and health-promoting lifestyle with academic performance, special attention to these variables is necessary to improve student performance.

scholarly journals Relationship between Need for Belongingness and Facebook Addiction: Mediating Role of Number of Friends on Facebook

2019 ◽  
Vol 7 (2) ◽  
pp. 36
Author(s):  
Umme Kulsuma Rashid ◽  
Oli Ahmed ◽  
Muhammad Alamgir Hossain
Keyword(s):  
University Students ◽  
Social Networking Sites ◽  
Sampling Technique ◽  
Mental Health Practitioners ◽  
College And University ◽  
Mediating Role ◽  
Health Practitioners ◽  
Facebook Addiction ◽  
The Relationship

As humans, we need to connect with one another, our friends and families, our culture and country. Present age is the era of information and technology and social media. College and University students spend significant amount of time on Social Networking Sites like Facebook etc. The present study was conducted to explore role of number of friends on Facebook on the relationship between individual’s need for belongingness and Facebook addiction. A sample of 180 university students was selected as sample through the non-probability sampling technique. Findings suggested that male Facebook users had significantly higher number of friends on Facebook than female Facebook users. Findings also explored significant positive correlation among need for belongingness, number friends on Facebook, and Facebook addiction. The relationship between need for belongingness and Facebook addiction was partially mediated by number of friends on Facebook. The study findings would be helpful to mental health practitioners to effectively deal with emerging problem of Facebook addiction.

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