Interplay of intrinsic motivation and well-being at school

IF 1.7 3区心理学 Q3 PSYCHOLOGY, EXPERIMENTAL Motivation and Emotion Pub Date : 2024-02-18 DOI:10.1007/s11031-024-10057-2

引用次数: 0

Abstract

Feeling well at school is crucial for both young people’s healthy self-development and their intrinsic learning motivation. Both concepts, subjective well-being and intrinsic motivation, are central to self-determination theory, but their reciprocal relationship is not studied very well. We hypothesized that the concepts affect each other directly: Students who are intrinsically motivated feel well at school due to positive emotions and the strive for understanding the learning content, which is an intrinsic motivation immanent. Beyond, students who feel well at school are intrinsically motivated, because subjective well-being represents an intrinsic value of the learning situation. This hypothesis is tested using a sample of 773 secondary school students (mean age: 12.7 years, SD = 1.8), who were answering questionnaires at the beginning (T1), at mid (T2) and at the end (T3) of a school year. The data were analyzed using a cross-lagged panel model. The results gave evidence on cross-lagged effects and an indirect effect from subjective well-being to intrinsic motivation to subjective well-being.

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内在动力与学校幸福感的相互作用

摘要在学校感觉良好对青少年的健康自我发展和内在学习动机都至关重要。主观幸福感和内在学习动机这两个概念都是自我决定理论的核心，但它们之间的相互关系却没有得到很好的研究。我们假设这两个概念会直接相互影响：具有内在动机的学生由于积极的情绪和努力理解学习内容而在学校感觉良好，这是一种内在的内在动机。此外，在学校感觉良好的学生也具有内在动机，因为主观幸福感代表了学习情境的内在价值。本假设以 773 名中学生（平均年龄：12.7 岁，SD = 1.8）为样本进行了检验，这些学生分别在学年开始（T1）、中期（T2）和结束（T3）时回答了问卷。数据采用交叉滞后面板模型进行分析。结果证明了交叉滞后效应，以及从主观幸福感到内在动机再到主观幸福感的间接效应。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Motivation and Emotion Multiple-

CiteScore

5.40

自引率

4.20%

发文量

期刊介绍： Motivation and Emotion publishes articles on human motivational and emotional phenomena that make theoretical advances by linking empirical findings to underlying processes. Submissions should focus on key problems in motivation and emotion, and, if using non-human participants, should contribute to theories concerning human behavior. Articles should be explanatory rather than merely descriptive, providing the data necessary to understand the origins of motivation and emotion, to explicate why, how, and under what conditions motivational and emotional states change, and to document that these processes are important to human functioning.A range of methodological approaches are welcome, with methodological rigor as the key criterion. Manuscripts that rely exclusively on self-report data are appropriate, but published articles tend to be those that rely on objective measures (e.g., behavioral observations, psychophysiological responses, reaction times, brain activity, and performance or achievement indicators) either singly or combination with self-report data.The journal generally does not publish scale development and validation articles. However, it is open to articles that focus on the post-validation contribution that a new measure can make. Scale development and validation work therefore may be submitted if it is used as a necessary prerequisite to follow-up studies that demonstrate the importance of the new scale in making a theoretical advance.