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Academic Motivation, Performance and Student Well-Being

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Psychology of Sustainability and Sustainable Development".

Deadline for manuscript submissions: closed (31 December 2020) | Viewed by 82680

Special Issue Editors

Department of Psychology, University of A Coruña, ‎A Coruña, Spain
Interests: educational motivation and performance
Department of Psychology, University of A Coruña, ‎A Coruña, Spain
Interests: academic motivation; performance and psychological well-being

Special Issue Information

Dear Colleagues,

The main purpose of this special issue is to analyze the role of academic motivation in student well-being. With contributions from leading researchers in the field of educational psychology we try to establish a useful and relevant frame of reference on the current state of research linked to academic motivation and its impact on student performance and well-being.

Given that all achievement activities are perceived by students as more or less difficult, useful or valuable, and make them feel more or less satisfied and happy, students will only be willing to dedicate time and effort if they get a positive balance between their emotions and personal preferences. Motivation thus requires a certain personal balance between competency beliefs, personal interest and emotions that are generated in the academic field. Student well-being will therefore be associated with the connection and coherence between the motivation that directs their engagement and performance.

Expanding the focus, it is possible to place the student's academic well-being in their ability to autonomously and efficiently manage knowledge, beliefs, emotions and strategies, at a motivational and cognitive level. Even though the student's cognitive, motivational and behavioral resources are important, it should not be forgotten that what ultimately determines the quality of the learning process is the capacity to manage those resources and articulate them in an action plan adjusted to the demands of specific situations. In this sense, research on self-regulated learning that observes learners as agents of their own learning process will be appropriate in this special issue. Knowing how student well-being relates to responsibility in the choice and decision making about academic engagement and self-regulated construction of knowledge seems relevant to frame current research.

Prof. Susana Rodríguez
Prof. Antonio Valle
Guest Editors

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Keywords

  • academic motivation
  • self-regulated learning
  • self-concept
  • self-efficacy
  • academic performance
  • academic goals
  • causal attributions
  • well-being
  • perception of the usefulness of tasks
  • motivational strategies

Published Papers (19 papers)

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Research

17 pages, 1187 KiB  
Article
Using Conceptual Mapping for Learning to Affect Students’ Motivation and Academic Achievement
by Mohammed Abdullatif Almulla and Mahdi Mohammed Alamri
Sustainability 2021, 13(7), 4029; https://doi.org/10.3390/su13074029 - 05 Apr 2021
Cited by 15 | Viewed by 11479
Abstract
Conceptual mapping tools have been used more and more for various educational purposes in recent years by academicians and educators. In addition, developments of technology that include conceptual mapping have a significant influence on education sustainability. Nevertheless, students’ understanding and motivation in using [...] Read more.
Conceptual mapping tools have been used more and more for various educational purposes in recent years by academicians and educators. In addition, developments of technology that include conceptual mapping have a significant influence on education sustainability. Nevertheless, students’ understanding and motivation in using conceptual mapping in the context of education sustainability has rarely been assessed. Thus, this study could be useful for developing and testing theories related to using conceptual mapping, as well as for practitioners who use conceptual mapping in education sustainability. Besides being used as a method of assessment, these mapping tools are used to improve the students’ critical and analytical thinking skills and to facilitate the demonstration of relationships among concepts. Instead of using written or verbal descriptions, these tools utilise various diagrammatic relationships. The use of pictures, diagrams and visual illustrations are believed to facilitate the understanding of complex topics more readily. Therefore, this research aims to develop a new model that employs conceptual mapping for improving the motivation and achievements of students. A survey was distributed to 247 participants who are using conceptual mapping tools for learning, and the data were quantitatively analysed using structural equation modelling (SEM-Amos). The results of this study show that conceptual mapping can be used to increase students’ understanding and motivation to improve their academic achievements. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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16 pages, 282 KiB  
Article
Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation
by Di Wang and Lawrence Jun Zhang
Sustainability 2021, 13(5), 2698; https://doi.org/10.3390/su13052698 - 03 Mar 2021
Cited by 26 | Viewed by 4586
Abstract
With the rapid increase in the number of students learning Chinese as a second or foreign language (CSL/CFL), there is a great demand for Chinese language teachers. Although many teacher preparation programmes have been established, only a few graduates from these programmes enter [...] Read more.
With the rapid increase in the number of students learning Chinese as a second or foreign language (CSL/CFL), there is a great demand for Chinese language teachers. Although many teacher preparation programmes have been established, only a few graduates from these programmes enter the profession of Chinese language teaching. This has caused instability of the teaching team and has threatened the sustainability of Chinese language education. To explore the reasons why graduates leave this area and the role of professional identity construction in preservice Chinese teachers’ job motivation, this longitudinal qualitative study investigates the job motivation of three student-teachers as a goal of sustainability in teaching force retention. This study was conducted during the participating teachers’ teaching practicum as part of a master’s degree programme in China. By interviewing the three participants and analysing their self-reflective journals, we found that their job motivations changed considerably during the course of their training. Indeed, their professional identity construction did not determine their career choice. Extrinsic factors, such as income and permanent residence, seemed to significantly affect their motivation of entering the profession. Such findings are important, as they help us gain a better understanding of why preservice CSL/CFL teachers choose other careers upon completing teacher education. These results are especially pertinent to those working in Chinese contexts. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
28 pages, 2587 KiB  
Article
Stability of Peer Acceptance and Rejection and Their Effect on Academic Performance in Primary Education: A Longitudinal Research
by Francisco J. García Bacete, Victoria Muñoz Tinoco, Ghislaine Marande Perrin and Jesús F. Rosel Remírez
Sustainability 2021, 13(5), 2650; https://doi.org/10.3390/su13052650 - 02 Mar 2021
Cited by 6 | Viewed by 2954
Abstract
The objectives of this study were to analyze the evolution of peer relationships and academic performance and the effect of the former on the latter in primary education, differentiating between positive and negative relationships. To this end, the likes and dislikes received by [...] Read more.
The objectives of this study were to analyze the evolution of peer relationships and academic performance and the effect of the former on the latter in primary education, differentiating between positive and negative relationships. To this end, the likes and dislikes received by each student from his/her classmates were measured at four time points between first and sixth grades, as well as the marks given by their teachers in the subjects of mathematics and Spanish language. One-hundred-sixty-nine students (52.7% girls) from 10 classes of five public schools participated in this study. To verify the objectives, we used a complex structural equation model, obtained from a combination of two autoregressive models (AR, one for social preferences and another one for academic performance), two multi-trait multi-method models (MTMM, one for acceptances and rejections and another one for academic performance in mathematics and Spanish language), and an effects model of social preferences on academic performance. This study confirms: (a) The stability of both peer relationships and academic performance throughout childhood; (b) the stable influence of social relationships on academic performance; and (c) the importance of considering acceptance and rejection differentially. This work reveals the failure of the school to address initial disadvantages, and it provides guidelines for early and inclusive interventions. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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17 pages, 712 KiB  
Article
Academic Performance and Physical Activities as Positive Factors for Life Satisfaction among University Students
by Teodora Slavinski, Dragan Bjelica, Dejana Pavlović and Valentina Vukmirović
Sustainability 2021, 13(2), 497; https://doi.org/10.3390/su13020497 - 07 Jan 2021
Cited by 11 | Viewed by 6936
Abstract
Life satisfaction influences sustainable personal growth among students by ensuring that they more firmly apply themselves in their education. Universities represent an environment where students may improve their life satisfaction through better academic performance and being engaged in extracurricular sport. This study evaluates [...] Read more.
Life satisfaction influences sustainable personal growth among students by ensuring that they more firmly apply themselves in their education. Universities represent an environment where students may improve their life satisfaction through better academic performance and being engaged in extracurricular sport. This study evaluates life satisfaction (LS) among university students, 18 to 28 years of age to confirm whether academic performance, involvement in sports and physical activity are factors relating to higher levels of LS among university students. The study uses the Brief Multidimensional Life Satisfaction Scale. Over a three-year timeframe, a questionnaire was administered to a sample of 875 students across areas of study in institutions of higher education in Serbia. The data were analyzed using Mann–Whitney and Kruskal–Wallis tests. LS among students is found to be significantly improved under the following conditions: removing the burden to pay for one’s tuition, having a better Grade Point Average (GPA) as well as being involved in sport. Moreover, the optimum level of physical activity to positively affect LS is found to be four to five hours a week. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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14 pages, 971 KiB  
Article
School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?
by Naiara Escalante Mateos, Arantza Fernández-Zabala, Eider Goñi Palacios and Iker Izar-de-la-Fuente Díaz-de-Cerio
Sustainability 2021, 13(1), 68; https://doi.org/10.3390/su13010068 - 23 Dec 2020
Cited by 15 | Viewed by 3996
Abstract
Although there is a growing interest in identifying the variables that enhance student school adjustment, there is a lack of understanding of the mechanisms involved in it during adolescence. Despite there being works that confirm the positive relationship between school climate and academic [...] Read more.
Although there is a growing interest in identifying the variables that enhance student school adjustment, there is a lack of understanding of the mechanisms involved in it during adolescence. Despite there being works that confirm the positive relationship between school climate and academic performance, it is still unresolved which of the more specific aspects of climate are linked to this performance, as well as the degree to which an individual variable such as resilience can play a mediating role between both; these unknown factors constitute the objective of this study. A total of 731 students (mean age, Mage = 15.20 years; Standard Deviation, SD = 1.62) from the Basque Country participated; they completed the PACE-33 -school climate scale-, the CD-RISC10 -resilience scale- and the EBAE-10 -perceived academic performance subscale-. The full mediation model and the partial mediation model were tested. The results show that the model of choice is that of partial mediation: the resilience mediates the relationship between two specific aspects of the school climate (peer relationship and teachers’ ability to motivate) and perceived academic performance, and a third specific aspect (teachers’ expectations) has a direct relationship with perceived academic performance. These findings highlight the importance of attending to variables specific to the context in which the subject interacts, with the role of the teacher being especially important, in addition to promoting the development of resilience, due to the weight it has on the perception that students have about their school performance. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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18 pages, 321 KiB  
Article
Multidimensional Inventory of Students Quality of Life—MIS-QOL
by Robert Szydło, Sylwia Wiśniewska and Małgorzata Ćwiek
Sustainability 2021, 13(1), 60; https://doi.org/10.3390/su13010060 - 23 Dec 2020
Cited by 6 | Viewed by 2533
Abstract
An analysis of the literature on the quality of life and tools for its measurement revealed a gap in the field of research tools to study the quality of life of the so-called young adults. According to the theory of emerging adulthood, people [...] Read more.
An analysis of the literature on the quality of life and tools for its measurement revealed a gap in the field of research tools to study the quality of life of the so-called young adults. According to the theory of emerging adulthood, people aged 18–25 significantly differ from people of other age groups, including their self-perception. The aim of this article is to present the process of creating an inventory for multidimensional research on students’ quality of life, its structural and theoretical validity as well as reliability of the tool. Structural validity of Multidimensional Inventory of Students Quality of Life (MIS-QOL) is measured by three different indicators. Comparative fit index (CFI), PCLOSE and the root mean square error (RMSEA) show good or very good structural validity of every dimension and general score. Additionally, theoretical validity of general score measured as a correlation with commonly used questionnaires show correlation on level of 0.52 with somatic subscale of WHO, 0.631 with environmental subscale of WHO, 0.657 with Satisfaction with Life Scale (SWLS), 0.703 with psychological subscale of WHO, and 0.786 with Quality of Life Scale (QOLS). Reliability of each dimension and general score measured by Cronbach alfa and split-half coefficients are above 0.7. The multidimensional construction of MIS-QOL allows researchers to compare acquired data with international research conducted by Eurostat or the OECD. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
20 pages, 1812 KiB  
Article
Moving Beyond the One-Size-Fits-All Model in Describing the Climate Conserving Behaviors of Malaysian Secondary Students
by Nur Sabrina Mohamed Ali Khan, Mageswary Karpudewan and Nagaletchimee Annamalai
Sustainability 2021, 13(1), 18; https://doi.org/10.3390/su13010018 - 22 Dec 2020
Cited by 6 | Viewed by 1918
Abstract
The acceleration of average temperature of lands and oceans, rising sea level, frequent extreme weather events and ocean acidification denote that climate change is a contemporary pressing dilemma facing the world. Everyday human activities such as open burning, deforestation, burning of fossil fuels [...] Read more.
The acceleration of average temperature of lands and oceans, rising sea level, frequent extreme weather events and ocean acidification denote that climate change is a contemporary pressing dilemma facing the world. Everyday human activities such as open burning, deforestation, burning of fossil fuels and agricultural activities significantly contribute to Earth warming. Preventing the aforementioned activities reduce the greenhouse gas emission to the atmosphere and subsequently slows the changes in climate. Thus, climate change education is integral to educate people on the destructive consequences of their actions to the climate. Past studies revealed that well-established theories and models guided the designing of education to deliver behavioral change in many countries and reportedly improved participants’ knowledge, attitude and motivation. However, these theories and models exist as an after effect of the education and the long-term impact of the initiative frequently not found and less information available on the sustainability of such education. Additionally, effective climate change education is typically context-based and designed based on factors related to local students’ behavior. Hence, this study examined how knowledge and psychological factors such as belief and motivation explain the formation of climate conserving behavior among secondary school students. A total of 221 questionnaires was distributed to 14 years old Malaysian secondary school students to measure knowledge, motivation and belief. The data obtained were later analyzed using the partial least squares structural equation modelling (PLS-SEM) approach. The findings revealed that knowledge (β = 0.259, p < 0.05), belief (β = 0.295, p < 0.05) and motivation (β = 0.546, p < 0.05) positively affects the behavior. These findings reflected that knowledge, belief and motivation collectively explain a total of 65.5% of variances in the formation of climate conserving behavior among Malaysian secondary school students. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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21 pages, 1660 KiB  
Article
The Effects of a University’s Self-Presentation and Applicants’ Regulatory Focus on Emotional, Behavioral, and Cognitive Student Engagement
by Elke Kümmel and Joachim Kimmerle
Sustainability 2020, 12(23), 10045; https://doi.org/10.3390/su122310045 - 01 Dec 2020
Cited by 1 | Viewed by 1825
Abstract
A university’s presentation of its programs to the public should provide potential students with information about what they can expect as students at that university. However, it is largely unclear what kind of self-presentation affects different applicants and their commitment. In a laboratory [...] Read more.
A university’s presentation of its programs to the public should provide potential students with information about what they can expect as students at that university. However, it is largely unclear what kind of self-presentation affects different applicants and their commitment. In a laboratory experiment with N = 116 participants, we examined the emotional, behavioral and cognitive impact of a university’s self-presentation (either emphasizing chances for students or emphasizing their obligations) on student engagement. We also measured the participants’ regulatory focus (promotion and prevention focus). We found interaction effects of the university’s self-presentation and participants’ promotion and prevention focus on student engagement. There was a regulatory fit for promotion focus in the chances condition for emotions and behavior. There was also a regulatory fit for prevention focus in the obligations condition for cognitive processes. We conclude that universities should dedicate time and effort to creating a clear presentation of their offerings in the implementation of digital learning environments. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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14 pages, 635 KiB  
Article
Academic Achievement and Failure in University Studies: Motivational and Emotional Factors
by Raquel Gilar-Corbi, Teresa Pozo-Rico, Juan-Luis Castejón, Tarquino Sánchez, Ivan Sandoval-Palis and Jack Vidal
Sustainability 2020, 12(23), 9798; https://doi.org/10.3390/su12239798 - 24 Nov 2020
Cited by 15 | Viewed by 7836
Abstract
Universities are committed to offering quality education; however, a high rate of academic failure is often observed in the first year of studies. Considering the impact that motivation and emotional aspects can have on students’ commitment to study and therefore on their academic [...] Read more.
Universities are committed to offering quality education; however, a high rate of academic failure is often observed in the first year of studies. Considering the impact that motivation and emotional aspects can have on students’ commitment to study and therefore on their academic performance, achievement, and well-being, this study aims to identify the factors associated with academic success or failure in 1071 students entering the National Polytechnic School (Quito, Ecuador). The data were compiled from the existing computer records of the university with the permission of the responsible administrative staff. A predictive model has been used and a binary logistic regression analysis was carried out through the step-forward regression procedure based on the Wald statistic to analyze the predictive capacity of the variables related to emotional intelligence, motivational and self- regulated socio-cognitive skills, goal orientation, and prior academic achievement (measured by university entrance marks and through a knowledge test carried out at the beginning of the university academic year). To determine the cut-off point for the best discriminatory power of each of the variables, a Receiver Operating Characteristics (ROC) curve analysis has been used. The results indicate that the variables that are significant in the prediction of academic success or failure are the two academic performance measures: the emotional attention variable, and the performance-approach goals and the motivational self-efficacy variable. Additionally, the highest predictive power is displayed by the prior academic performance measure obtained through the knowledge test conducted at the beginning of the university course. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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12 pages, 410 KiB  
Article
Academic Community in the Face of Emergency Situations: Sense of Responsible Togetherness and Sense of Belonging as Protective Factors against Academic Stress during COVID-19 Outbreak
by Fortuna Procentese, Vincenza Capone, Daniela Caso, Anna Rosa Donizzetti and Flora Gatti
Sustainability 2020, 12(22), 9718; https://doi.org/10.3390/su12229718 - 21 Nov 2020
Cited by 39 | Viewed by 6960
Abstract
In the face of emergency situations, such as a global pandemic, individuals rely on their personal resources, but also on community dimensions, to deal with the unprecedented changes and risks and to safeguard their well-being. The present study specifically addresses the role of [...] Read more.
In the face of emergency situations, such as a global pandemic, individuals rely on their personal resources, but also on community dimensions, to deal with the unprecedented changes and risks and to safeguard their well-being. The present study specifically addresses the role of individual resources and community dimensions with reference to academic communities facing COVID-19-related lockdowns and the changes that these have implied. An online questionnaire was administered to 1124 Italian University students. It detected their sense of belonging and of responsible togetherness with reference to their academic community through community dimensions, their student self-efficacy as an individual resource, and their academic stress—potentially stemming from studying in the middle of a pandemic. A multiple mediation model was been run with structural equation modeling. The results show that both the community dimensions associate with higher student self-efficacy and the sense of responsible togetherness, while also associating with lower academic stress. Moreover, student self-efficacy, in turn, associates with lower academic stress and mediates the relationships between both community dimensions and students’ academic stress levels. From these findings, the protective role that community dimensions can exert on an individual’s life becomes apparent. Building on this, further strategies should be implemented to reinforce personal and community resources in order to strengthen individuals against potentially stressful circumstances. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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17 pages, 331 KiB  
Article
Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities
by Rebeca Cerezo, Maria Esteban, Guillermo Vallejo, Miguel Sanchez-Santillan and Jose Carlos Nuñez
Sustainability 2020, 12(21), 9184; https://doi.org/10.3390/su12219184 - 04 Nov 2020
Cited by 3 | Viewed by 2423
Abstract
Computer-Based Learning Environments (CBLEs) have emerged as an almost limitless source of education, challenging not only students but also education providers; teaching and learning in these virtual environments requires greater self-regulation of learning. More research is needed in order to assess how self-regulation [...] Read more.
Computer-Based Learning Environments (CBLEs) have emerged as an almost limitless source of education, challenging not only students but also education providers; teaching and learning in these virtual environments requires greater self-regulation of learning. More research is needed in order to assess how self-regulation of learning strategies can contribute to better performance. This study aims to report how an Intelligent Tutoring System can help students both with and without learning difficulties to self-regulate their learning processes. A total of 119 university students with and without learning difficulties took part in an educational experiment; they spent 90 min learning in a CBLE specifically designed to assess and promote self-regulated learning strategies. Results show that as a consequence of the training, the experimental group applied more self-regulation strategies than the control group, not only as a response to a system prompt but also self-initiated. In addition, there were some differences in improvement of learning processes in students with and without learning difficulties. Our results show that when students with learning difficulties have tools that facilitate applying self-regulated learning strategies, they do so even more than students without learning difficulties. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
14 pages, 551 KiB  
Article
The Relationship between Self-Esteem and Achievement Goals in University Students: The Mediating and Moderating Role of Defensive Pessimism
by María del Mar Ferradás, Carlos Freire, José Carlos Núñez and Bibiana Regueiro
Sustainability 2020, 12(18), 7531; https://doi.org/10.3390/su12187531 - 12 Sep 2020
Cited by 9 | Viewed by 4882
Abstract
Although achievement goals have been the subject of much study about their implications for learning and performance, interest has been less marked in understanding their precursors, particularly those linked to students’ personal characteristics. In this study, we examine the role of a defensive [...] Read more.
Although achievement goals have been the subject of much study about their implications for learning and performance, interest has been less marked in understanding their precursors, particularly those linked to students’ personal characteristics. In this study, we examine the role of a defensive pessimism strategy as a mediator and moderator of the relationships between self-esteem and achievement goals in a sample of 1028 university students. Analysis of mediation and moderation was performed using the PROCESS macro within SPSS. The results showed that defensive pessimism partially mediates and moderates the effect of self-esteem on approach goals (learning and performance). We found no significant mediation or moderation effect for defensive pessimism in the relationship between self-esteem and performance-avoidance goals. These findings suggest that defensive pessimism is an effective strategy to encourage motivational involvement in students with low self-esteem in the academic context. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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12 pages, 8320 KiB  
Article
Impact of a Mindfulness and Self-Care Program on the Psychological Flexibility and Well-Being of Parents with Children Diagnosed with ADHD
by Carlos F. Salgado-Pascual, Luis J. Martín-Antón and Miguel Á. Carbonero
Sustainability 2020, 12(18), 7487; https://doi.org/10.3390/su12187487 - 11 Sep 2020
Cited by 2 | Viewed by 3374
Abstract
Families with children who have attention deficit hyperactivity disorder (ADHD) tend to display unpleasant psychological reactions arising from the pressure exerted by the social and school context, and from experiences linked to difficulties their children have. The present research seeks to examine the [...] Read more.
Families with children who have attention deficit hyperactivity disorder (ADHD) tend to display unpleasant psychological reactions arising from the pressure exerted by the social and school context, and from experiences linked to difficulties their children have. The present research seeks to examine the effectiveness of a mindfulness program on various dimensions related to well-being and psychological flexibility in parents of children with ADHD. The program is based on protocols of Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT), enhanced through the specific inclusion of relational keys, self-compassion exercises and framed within self-care. Participants were 22 fathers and mothers of children and teenagers diagnosed with ADHD. Psychological flexibility (AAQ II), cognitive fusion (CFQ), mindfulness (FFMQ), coping (COPE), and self-compassion (SCS) measures were used. Results showed a significant increase in mindfulness skills, psychological flexibility, self-compassion, and in the use of humor (COPE) as a strategy for coping with personal problematic events. We discuss the results which emerged, the limitations of the study, as well as proposals for improvement. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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23 pages, 1059 KiB  
Article
Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?
by Jesús de la Fuente, Francisco Javier Peralta-Sánchez, José Manuel Martínez-Vicente, Flavia H. Santos, Salvatore Fadda and Martha Leticia Gaeta-González
Sustainability 2020, 12(17), 6984; https://doi.org/10.3390/su12176984 - 27 Aug 2020
Cited by 7 | Viewed by 3406
Abstract
The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or [...] Read more.
The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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16 pages, 254 KiB  
Article
Investigating Factors that Influence Math Homework Expectancy: A Multilevel Approach
by Jianzhong Xu, Chuang Wang and Jianxia Du
Sustainability 2020, 12(16), 6586; https://doi.org/10.3390/su12166586 - 14 Aug 2020
Cited by 2 | Viewed by 1969
Abstract
The present study investigated several clusters of variables influencing students’ math homework expectancy based on 3018 students in grade 8 in China. Results revealed that math homework expectancy was positively associated with homework quality at both the individual and class level. At the [...] Read more.
The present study investigated several clusters of variables influencing students’ math homework expectancy based on 3018 students in grade 8 in China. Results revealed that math homework expectancy was positively associated with homework quality at both the individual and class level. At the individual level, math homework expectancy was positively associated with prior math knowledge, parent education, homework interest, homework favorability, parent autonomy support, mastery-approach, and homework value. Meanwhile, math homework expectancy was negatively associated with homework time, parent help quantity, and performance-approach. Finally, compared with females, males tended to have higher math homework expectancy. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
20 pages, 678 KiB  
Article
Maladaptive Perfectionism and College Adjustment of International Students in Korea: A Moderated Mediation Model of Social Support
by Gina Lee, Tae In Park and Hyojin Cho
Sustainability 2020, 12(11), 4729; https://doi.org/10.3390/su12114729 - 09 Jun 2020
Cited by 15 | Viewed by 3303
Abstract
Due to the increasing demand for international education, the number of international students in Korea has been rapidly increasing. Accordingly, well adjusting to college has been a main interest for both academic institutions and international students as it is key to their success. [...] Read more.
Due to the increasing demand for international education, the number of international students in Korea has been rapidly increasing. Accordingly, well adjusting to college has been a main interest for both academic institutions and international students as it is key to their success. Previous studies have revealed that maladaptive perfectionism (MP) hampers the college adjustment (CA) of international students, yet little is known about its underlying mechanism. To fill in this gap, this study examined the mediating effect of acculturative stress (AS) in between maladaptive perfectionism and college adjustment; the moderating effect of social support (SS) in the relation between acculturative stress and college adjustment; and the moderated mediating effect of social support in the causal pathway from maladaptive perfectionism to acculturative stress to college adjustment. Results showed a partial mediating effect of acculturative stress, a moderating effect, and a moderated mediating effect of social support. This implies that social support is an essential factor that helps international students better adjust to the new collegiate environment by alleviating their stress caused by maladaptive perfectionism and acculturative stress. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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11 pages, 545 KiB  
Article
Success in Mathematics and Academic Wellbeing in Primary-School Students
by Susana Rodríguez, Bibiana Regueiro, Isabel Piñeiro, Antonio Valle, Benigno Sánchez, Tania Vieites and Carolina Rodríguez-Llorente
Sustainability 2020, 12(9), 3796; https://doi.org/10.3390/su12093796 - 07 May 2020
Cited by 14 | Viewed by 4548
Abstract
The main aim of this study was to analyse possible differences in academic wellbeing on the basis of prior academic achievement in mathematics. We conceptualised wellbeing as a multidimensional construct covering both negative indicators, namely, anxiety and negative feelings, and positive indicators, namely, [...] Read more.
The main aim of this study was to analyse possible differences in academic wellbeing on the basis of prior academic achievement in mathematics. We conceptualised wellbeing as a multidimensional construct covering both negative indicators, namely, anxiety and negative feelings, and positive indicators, namely, perceived competence, perceived utility, and mastery motivation. Success in mathematics is expected to be associated with better academic wellbeing. The sample consisted of 897 students from the fifth and sixth years of primary school (50.2% boys and 49.8% girls). Results suggested that success in mathematics is linked to a student’s academic wellbeing, in such a way that perceived competence in the subject, perception of usefulness of mathematical content, and mastery motivation was higher in students with better previous performance. Anxiety and negative feelings were also lower when success in mathematics increased. Considering the particular anxiety–self-efficacy interaction suggested by previous research, we concluded that a good way to change negative academic wellbeing would be to increase successful experiences to foster perceived competence, especially in students with high academic anxiety. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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24 pages, 1656 KiB  
Article
The Influence of Leaders’ Positive and Implicit Followership Theory of University Scientific Research Teams on Individual Creativity: the Mediating Effect of Individual Self-Cognition and the Moderating Effect of Proactive Personality
by Lei Wang and Xinya Liang
Sustainability 2020, 12(6), 2507; https://doi.org/10.3390/su12062507 - 23 Mar 2020
Cited by 5 | Viewed by 3731
Abstract
Leaders’ positive and implicit followership theory (LPIFT) in a university scientific research team influences innovation in university scientific research. Individual creativity is an important aspect of innovation in university scientific research. However, the influence mechanism of LPIFT of a university scientific research team [...] Read more.
Leaders’ positive and implicit followership theory (LPIFT) in a university scientific research team influences innovation in university scientific research. Individual creativity is an important aspect of innovation in university scientific research. However, the influence mechanism of LPIFT of a university scientific research team on individual creativity remains unclear. Based on social cognitive theory and the input–process–output (IPO) theoretical model, we selected a postgraduate supervisor and postgraduates of a university scientific research team as the research objects. We explored the influence between LPIFT of a university scientific research team leader and individual creativity using a questionnaire. A total of 413 valid paired samples were collected from the postgraduate and postgraduate supervisor. We drew the following conclusions: LPIFT of the university scientific research team had a direct positive effect on individual creativity. Individual creative role identity, individual creative self-efficacy, and individual willingness to create knowledge had completely mediating effects on the relationship between LPIFT of the university scientific research team and individual creativity. Proactive personality positively moderated the relationship between LPIFT of the university scientific research team and individual creative role identity, as well as LPIFT of the university scientific research team and individual creative self-efficacy. Proactive personality also positively moderated the mediating effect of individual creative role identity and individual creative self-efficacy. However, the moderating effect of proactive personality between LPIFT of university research teams and individual willingness to create knowledge was not significant. Proactive personality also did not positively moderate the mediating effect of individual willingness to create knowledge. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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11 pages, 447 KiB  
Article
Attributional Style in Mathematics across Anxiety Profiles in Spanish Children
by Aitana Fernández-Sogorb, María Vicent, Carolina Gonzálvez, Ricardo Sanmartín, Antonio Miguel Pérez-Sánchez and José Manuel García-Fernández
Sustainability 2020, 12(3), 1173; https://doi.org/10.3390/su12031173 - 06 Feb 2020
Cited by 10 | Viewed by 2156
Abstract
This research aimed to examine the relation between child anxiety and causal attributions in mathematics using a person-centered approach. The Visual Analogue Scale for Anxiety-Revised and the Sydney Attribution Scale were administered to 1287 Spanish students aged 8 to 11 (M = [...] Read more.
This research aimed to examine the relation between child anxiety and causal attributions in mathematics using a person-centered approach. The Visual Analogue Scale for Anxiety-Revised and the Sydney Attribution Scale were administered to 1287 Spanish students aged 8 to 11 (M = 9.68, SD = 1.20); 49.4% were girls. Four child anxiety profiles were obtained by the latent class analysis technique: Low Anxiety, Moderate Anxiety, High Anxiety, and Low Anxiety School-type. The four anxious groups significantly differed in all attributions of failure and in attributions of success to ability and effort, with effect sizes ranging from small to large (d = 0.24 to 0.99). The group with the highest anxiety levels attributed its failures more to the lack of ability and effort, and less to external causes. This group attributed its successes less to ability and effort. However, the Low Anxiety School-type group attributed its failures more to external causes and its successes more to ability and effort. The practical implications of these findings suggest that applying cognitive-behavioral programs for anxiety with a component of attribution retraining could be useful to improve both anxiety levels and the maladaptive attributional pattern of each child anxiety profile. Full article
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
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