Self-regulated Motivation Research Articles

Relationships Between IKIGAI Well-Being and Motivation for Autonomous Regulation of Eating and Exercise for Health - Included the Relevance Between Sense of Coherence and Social Support.

Self-regulated motivation is associated with better behavior change, health, and hedonic well-being in the health domain. Meanwhile, there are evidences that eudaemonic well-being contributes to health. As well as reducing lifestyle diseases, the promotion of IKIGAI well-being (encompassing hedonic and eudaemonic well-being) has been targeted in Japan. However, little is known about the impact of IKIGAI well-being on the motivation for health. This study explored the relationships between autonomous motivation for eating and exercise for health, IKIGAI well-being, sense of coherence, and social support. The participants were 622 Japanese (269 males and 353 females, aged 20 to 59years). They completed a questionnaire on motivation for healthy eating (MHE), exercise motivation for health (EMH), sense of coherence, social support, and IKIGAI well-being. IKIGAI well-being was positively associated to the relative autonomy index (RAI)-MHE and RAI-EMH. Social support exerted a positive effect on sense of coherence and IKIGAI well-being; sense of coherence positively affected IKIGAI well-being. The invariances of the model across groups, such as gender, age, and subjective economic status, were verified using multiple-group structural equation models. With IKIGAI well-being as a mediating factor, social support and sense of coherence play important roles in promoting autonomous motivation for healthy eating and exercise.

Personality metatraits predict resilience among family caregivers responsible for a dependent youth\u2019s chronic respiratory management

BackgroundFamily caregivers of children and youth with severe neurodisabilities that require chronic respiratory management often report a compromised quality of life. In this cross-sectional study, we used DeYoung’s (Psychol Inq 21(1): 26–33, 2010. https://doi.org/10.1080/10478401003648674) conceptualization of two personality metatraits, Alpha and Beta, to test their theorized role in facilitating resilience among these family caregivers. We expected higher Alpha and Beta would exhibit direct, beneficial effects on caregiver mental and physical health quality of life (QoL), and they would operate through self-reported resilience and coping to exert positive, indirect effects on caregiver QoL.MethodsFamily caregivers of children and youth at an outpatient chronic respiratory management clinic were informed of the study. Of the 68 who consented, 61 provided complete data on measures of personality traits, coping styles, and physical and mental health-related QoL. Factor analytic techniques verified the two personality metatraits, consistent with the DeYoung model. The metatraits were then used as predictor variables in a path model to predict physical and mental health-related QoL. Self-reported resilience and a coping variable were examined as possible mediators of the personality-QoL relationship.ResultsCorrelational analyses isolated a coping variable that met criteria as a possible mediator. The path model exhibited good fit to the data. The Alpha metatrait—characterized by emotional stability, self-regulation, perseverance, and intrinsic motivation—was directly predictive of caregiver mental health. The Beta metatrait, reflecting a disposition for adaptive flexibility, responsiveness, and interpersonal initiative, demonstrated significant indirect effects to physical and mental health through its positive association with coping efforts to maintain social support and a sense of self.ConclusionsConsistent with DeYoung’s conceptualization, higher Alpha and Beta predicted caregiver resilience, albeit through different pathways. The emotional stability, perseverance and emotional regulation associated with Alpha likely accounted for its positive association with caregiver mental health. Beta, in contrast, may operate through their adaptive flexibility, personal resourcefulness and social engagement to augment coping efforts that involve others and support family activities, which, in turn, promote their own physical and mental health. Limitations of the cross-sectional design, and potential theoretical and clinical implications of the personality metatraits and their relation to resilience are discussed.

Validity, Reliability, and Confirmatory factor structure of the Persian version of Emotion and Motivation Self-Regulation Questionnaire (EMSR-Q)

Validity, Reliability, and Confirmatory factor structure of the Persian version of Emotion and Motivation Self-Regulation Questionnaire (EMSR-Q)

Religious Beliefs, Work Motivation, Risk Perception and Posttraumatic Growth in Healthcare Workers during COVID-19

This research was conducted to assess the posttraumatic growth (PTG) experienced by the healthcare workers during the COVID-19 pandemic. The purpose was to observe whether religious beliefs predicted PTG during a pandemic and the mediating role of work motivation for the relationship between religious beliefs and PTG in the healthcare workers. It was also investigated if the risk perception regarding the virus had any implicating effects on the relationship of religious beliefs and posttraumatic growth. The sample (N=97) consisted of resident doctors (n=56), physicians (n=23), surgeons (n=03) and a nurse (n=01); which was comprised of both men (n=52) and women (n=45). The Religious Belief Scale (RBS), Work Intrinsic Extrinsic Motivation Scale (WEIMS), and Posttraumatic Growth Inventory-Short Form (PTGI-SF) were employed to collect data. The Perception of Risk was measured through items that had been previously used to assess the risk perception of healthcare workers during Severe Acute Respiratory Syndrome (SARS) epidemic. The responses from participants was collected through both online and in person. The Pearson Product Moment Correlation was used to assess the significance of relationships while Hierarchal Regression was used to assess the role of religious beliefs of healthcare workers. Moreover, PROCESS macro was used to evaluate the presence of mediation and moderation. The results revealed that religious beliefs and self-regulated motivation were significant predictors of PTG while self-regulated motivation also mediated the direct relationship between religious beliefs and PTG. Investigation of possible factors that bring about growth after experiencing trauma is an essential need of these turbulent times.

Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation

Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation

Examining the Impact of School Esports Program Participation on Student Health and Psychological Development.

This study examined the influence of 7 high school esports developmental programs on student self-regulation, growth mindset, positive youth development (PYD), perceived general health and physical activity (PA), and sport behaviour. A total of 188 students (male n = 120; female n = 68) originally participated (89 enrolled in an esports program in their school and 99 acted as aged-matched controls), with 58 participants (n = 19 esports group; n = 39 controls) completing both pre- and post-program information. At baseline, no significant differences were found between youth e-athletes and their aged-matched controls. The analysis for the observation period showed a significant interaction effect for the PYD confidence scale, with post-hoc comparisons showing a significant decrease in the control group from pre- to post assessment whereas the esports group remained the same. Time main effects showed a decrease in the self-regulation motivation factor, PYD connection factor and PA for all participants. Overall, this study showed that students enrolled in their respective school esports program did not differ from those who did not in self-regulation, growth mindset, PYD, perceived health and PA, and sport behaviour. It was likely that all participants showed a decrease in motivation, connection, and PA due to COVID19 lockdown during the study period. This study is the first to investigate the longitudinal impact of student involvement in high school esports and showed that esports participation did not have a negative impact on any health or psychological factors.

Designing a model of academic depression based on the psychological-social atmosphere of the class With the mediation of motivational self-regulation among 10th grade female students

Background and Aim: Academic activities require academic enthusiasm and motivation that sometimes students show a kind of disillusionment in doing homework and in fact this issue is very important in the path of their academic achievement, therefore, the main purpose of this study was to design a model of academic distress based on the psychosocial atmosphere of the class with motivational self-regulation mediation. Methods: The research method was descriptive correlational and the statistical population consisted of female students in the 10th grade of high schools in District 2 of Arak in the academic year 2021-2022. The sample size was determined by modeling method of 300 people who were selected by cluster random sampling method. Data collection tools were: Pekran Academic Distress Questionnaire (2005), Misho Class Psychosocial Climate (1985), Boufard Self-Regulation Questionnaire (1995). Data analysis method was the exploitation of descriptive statistics indicators, structural equations including path analysis, t-statistics, bootstrap and sobel. In this regard, PLS software was used. Results: The results showed that academic disillusionment based on psychosocial climate with motivational self-regulation mediation with coefficient of -0.681 at the level (P<0.05), It is fitting that by increasing the psychosocial climate with the mediation of motivational self-regulation, academic heartache decreases by 0.681, so the model of academic heartache based on the psychosocial atmosphere of the class is mediated by the mediator. Gray himself has fitted motivational discipline. This fit had an indirect effect equivalent to -0.532 coefficient. Conclusion: Based on the results, it can be concluded that psychosocial climate has a significant relationship with academic distress directly and through the mediation of motivational self-regulation, and therefore, educational system planners can pay attention to these relationships and make teachers more aware of these results.

Validity, Reliability, and Confirmatory factor structure of the Persian version of Emotion and Motivation Self-Regulation Questionnaire (EMSR-Q)

Background and Aim: Emotion and Motivation Self-regulation plays an important role on student learning at classroom, so presence of appropriate tools for evaluating and assessing this structure is necessary. The aim of this study was to investigate the validity, reliability and confirmatory factor structure of the Persian version of Emotion and Motivation Self-Regulation Questionnaire (EMSR -Q). Methods: The present study had a descriptive and Psychometric design, and the statistical population included all middle and high school students of Semnan city. After providing double translation technique, Persian version of EMSR -Q carried out within 306 students from ages 12 to 16 years old. The study sample selected through random sampling method. Internal consistency and Item rest correlations methods were used to investigate the scale validity and the reliability were investigated by confirmatory factor analysis, subscales correlations, and criterion validity. Data were analyzed using SPSSV19 and LISRELV8.80 softwares. Results: Chronbach’s alpha coefficients range (0/71 to 0.86) implied appropriate Internal consistency of this scale and its subscales. Results of confirmatory factor analysis supported five factor structures (Avoidance oriented Self Regulation, Performance oriented Self Regulation, Negative Self Regulation of Stress, Positive Self Regulation of motivation, and Process Oriented Self Regulation) of scale. There were Average and meaningful correlation coefficients between the scales of Persian version of EMSR -Q with Cognitive Emotion Regulation and Educational Motivation Questionnaires. In addition, the correlation coefficients between subscales were high. Conclusion: It can be concluded that Persian version of EMSR -Q has a good validity and reliability in Iranian population and can be practical in different fields.

Application of metacognitive strategies in the development of emotional and motivational self-regulation of students with special educational needs. Research on children with ADHD

Abstract The aim of the presented study is to verify whether the visual methods (Mind Maps and Sketch-noting) considered as metacognitive strategies will help to strengthen emotional and motivational self-regulation in children with ADHD. In this experimental study, 135 participants took part, including 45 primary school students diagnosed with attention deficit hyperactivity disorder with the presentation of mixed symptoms (M = 10.41; SD = 1.42), their parents (N = 45) and teachers (N = 45). The results obtained in the study indicate that after 25 training sessions with the use of both Mind Maps and Sketch-noting, children with ADHD make significantly fewer errors than during the first measurement. However, only in the Sketch-noting group did their average reaction time increase significantly, which indicates that they are more reflective. The presented metacognitive strategies can be successfully applied at school by students with ADHD and constitute a source of support for both students and teachers.

Impact of Performance Lower Than Expectations on Work Behaviors: The Moderating Effect of Status Mutability and Mediating Role of Regulatory Focus.

PurposeDrawing on social cognitive theory (SCT), this research aims to test the mediation of promotion focus motivation in between performance lower than expectations and innovative work behavior under the moderation of status hierarchy mutability. Further, low performance may also lead employees to counter-productivity through prevention focus. Thus, this study examines both sides of performance lower than expectations of the employee in the organization.MethodologyThe study considered a cross-sectional study and surveyed R&D departments of manufacturing firms located in China. In total, 340 employees in 65 teams participated in the survey. This study conducted a confirmatory factor analysis to test the reliability and validity of data and used hierarchical linear modeling to test the hypotheses via Mplus 7.3.FindingsFirst, we reveal that employees’ performance lower than expectations is positively linked with promotion focus regulation. Second, the study’s outcomes reveal a positive indirect effect from employees’ higher status mutability in the group toward innovative work behaviour through promotion focus motivation. At last, the study identified that performance lower than expectations has a positive indirect impact on counterproductive behaviour via prevention focus.Practical ImplicationsThis research assists managers to understand the connection of stress between performances lower than expectations and the self-regulated motivation of the employee towards innovative behavior and counterproductive work behavior. Further, it recommends that leaders at different levels should understand that various reference groups inside and outside the organization pressurize employees’ cognition. Therefore, certain steps and policies (eg, sensitive training, annual performance appraisal, feedback) must be taken into consideration to handle such self-regulatory behaviors.OriginalityThis study is the earliest to examine the performance expectations as an antecedent of innovative work behavior and counterproductive work behavior through regulatory focus.

Regulasi Diri dan Motivasi Berprestasi: Analisis Korelasi dan Pengamatan kepada Perilaku Kerja Penyuluh Pertanian

The success of agricultural extension will run smoothly and produce quality agricultural products to be able to prosper the lives of farmers in Mojokerto Regency, for that we need an extension worker who has good self-regulation to regulate his own behavior so that it can increase motivation to excel in carrying out tasks and efforts. achieve goal attainment. This explanatory research uses accidental sampling technique and involves 50 respondents. Testing tool with SPSS 24. Analysis tool is correlation analysis. A study with the results of a real and positive relationship between self-regulation and achievement motivation of agricultural instructors in Mojokerto Regency

The Level of Practice by Students of the College of Education at the University of Hail for Self-Regulated Learning Strategies and its Relationship to Their Academic Achievement Motivation

The current study aimed to identify the level of students’ practice of self-regulated learning strategies, their level of motivation for academic achievement, and whether there is a correlation between self-regulated learning strategies and motivation for students’ academic achievement, at the University of Hail. The study sample consisted of (836) male and female students from the College of Education at the University of Hail; They were selected randomly. To achieve the objectives of the study, a scale of self-regulated learning strategies was developed, and the Hazen, Sobhi and Shaheen scale (2014) was used to measure the students' academic achievement motivation. The results of the study revealed that the level of students’ practice of self-regulated learning strategies at the University of Hail was at a high level, and statistically significant at the significance level (α = 0.05). The level of motivation for academic achievement was at an average level. There was also a positive correlation between the self-regulated learning strategies and the motivation for academic achievement among students, where the correlation coefficient reached (760). In light of the results of the study, the study recommended building training programs aimed at training university students to practice self-regulated learning strategies, and other programs that would lead to raising the level of academic achievement.

Exploring the structural relationships between high school students’ perceptions of science learning environment, their motivation and self-regulation: evidence from Iran

ABSTRACT Background Students’ perceptions of learning environment is known as the most frequent construct related to their learning outcomes. Students’ motivation in learning science (i.e. personal mastery goals orientation, self-efficacy, and task-value) and self-regulation are among the outcome variables that are affected by their perceptions of science learning environment (i.e. perceptions of their parents, school, and science teacher’s mastery goals emphases, and peers’ mastery goals orientation). Purpose The purpose of the current study was to investigate the relations between environmental factors of students’ perceptions of their parents, school, and science teacher’s mastery goals emphases, peers’ mastery goals orientation, and the internal constructs of students’ motivational beliefs and self-regulation in science learning. Sample Participants were 475 Iranian students at lower secondary schools. Design and method A cross-sectional and correlational research design was employed in this study. Data were collected using a questionnaire consisted of three measures of perceptions of science learning environment, motivation, and self-regulation, which the participants were asked to complete. Structural equation modeling (SEM) and a bootstrap procedure were used to estimate the variables’ direct and mediated relationships. Results Results revealed that perceived peers’ mastery goals orientation and perceived parents’ mastery goals emphasis positively predicted personal mastery goals orientation. In addition, the results indicated that perceived teacher’s mastery goals emphasis positively predicted task-value. Moreover, task-value and self-efficacy were found to have a significant direct effect on self-regulation. Conclusions These findings provide novel insight into the role of environmental factors in students’ motivation and self-regulation in science learning. In particular, science teachers are suggested to focus on encouraging students to adopt higher levels of mastery goals orientation in science learning activities, with regards to the significant mediating role of personal mastery goals orientation between perceptions of science learning environment and other motivational beliefs.

The Effect of Maternal Self-Regulated Motivation on Breastfeeding Continuation.

Women frequently report breastfeeding problems in the early postpartum period. Women who have self-endorsed beliefs that breastfeeding benefits their babies and themselves are more likely to continue breastfeeding despite breastfeeding barriers. Maternal self-endorsed beliefs is a key component of maternal self-regulated motivation. The present study examined the association between maternal self-regulated motivation, breastfeeding duration and exclusivity in Chinese women. This was a prospective cohort study, of which we recruited participants in postnatal maternity units of publicly funded hospitals in Hong Kong. Postpartum women were asked to fill in the validated breastfeeding self-regulation questionnaire (BSRQ) before hospital discharge and their breastfeeding status was assessed by telephone follow-ups at 6 and 12weeks postpartum. Multiple logistic regression was used to study the relationship between breastfeeding self-regulated motivation and the duration of breastfeeding at follow-up. At 6 and 12weeks postpartum, women who breastfed exclusively scored significantly higher in self-regulated motivation than those who formula-fed. The self-regulated motivation was associated with higher odds of exclusive breastfeeding at 6weeks and any breastfeeding at 12weeks postpartum. The study found that self-regulated motivation was positively related to breastfeeding duration. Maternal self-regulated motivation toward breastfeeding could be enhanced by the availability of social support and breastfeeding-friendly facilities, resulting in longer breastfeeding duration.

The Impact of Xeropan: An Online Application Assisting Language Learning on the Processes of Foreign Language Learning

Examining the relationship between technology and the success of language acquisition and the integration of technology into language instruction has been around of a long time by now. The development of technology can essentially change how languages are taught. Nevertheless, it is only in the last few years that the road has opened up for new language learning opportunities. In this current study, the impact of a pedagogical intervention is presented grounded on Xeropan, a gamified language learning application. In addition to assessing the impact of the app, a questionnaire was also applied to find out how efficient language learners find language learning with the application. Based on the original aim of the literature and the study, answers were sought as to how Xeropan influences the English language learning process, how student users find Xeropan in terms of efficiency and motivation, and how self-regulated motivation correlates with use of Xeropan. It was found that Xeropan application has a positive impact on language learning processes. There was a visible improvement in language learners, and at the level of some tasks, it was indicated that there was a significant improvement as a result of the developmental intervention using Xeropan. It was also pointed out that students are content to work with Xeropan and find that it has a positive effect on them. Further conclusions are drawn.

The Dynamics of Subjective Career Success: A Qualitative Inquiry

Current perspectives on career success have yet to show whether and how subjective career success evaluations may change over time and across career phases. By adopting a retrospective life-span approach to careers, our qualitative inquiry into the career experiences of 63 professionals contributes to the temporal understanding of subjective career success by exploring patterns in how subjective career success perceptions and priorities may change over time. The temporal development of subjective career success was explored among early-career, mid-career, and late-career workers by piecing together retrospective evaluations of career success perceptions. Our findings point to common patterns in career success perceptions across the lifespan. Specifically, we found five shift components of career success perceptions during people’s careers: (1) quitting striving for financial success and recognition; (2) an increased focus on personal development across the career; (3) a stronger emphasis on work–life balance across the career; (4) a shift toward being of service to others; and (5) no change in subjective career success components across the career. These patterns reflect ways in which workers engage in motivational self-regulation and the corresponding career goal-setting across the lifespan. The theoretical implications are discussed.

Compare the Effectiveness of Motivational Self-Regulatory Skills Training and Emotional-Social Skills Training on Academic Buoyancy, Resilience and Academic Engagement in Junior High School Students with Low Academic Performance in the Fifth District of Tabriz

The overall purpose of this study was to compare the effectiveness of motivational self-regulatory skills training and emotional-social skills training on academic buoyancy, resilience and academic engagement in junior high school students with low academic performance in the fifth district of Tabriz. The research method is quasi-experimental of pre-test and post-test with control group. The statistical population includes all high school students in the first period of education in District 5 of Tabriz. Of the total schools in District 5, 19 schools had low academic performance, of which three schools had the lowest average academic achievement and 25 students from each school were randomly divided into two groups. Experiments and a control group were included. Measurement tools include academic buoyancy test, resilience test, and academic engagement test. Two training packages of motivational self-regulation skills and emotional-social skills were performed on the two experimental groups. Findings indicate that motivational self-regulatory skills training have an effect on academic buoyancy and academic engagement of junior high school students. Emotional-social skills training has an impact on academic buoyancy, resilience and academic engagement of students.

When to Scaffold Motivational Self-Regulation Strategies for High School Students' Science Text Comprehension.

Noting the important role of motivation in science students' reading comprehension, this 14-weeks quasi-experiment investigated the optimal timing for implementation of metamotivational scaffolding for self-regulation of scientific text comprehension. The “IMPROVE” metamotivational self-regulatory model (Introducing new concepts, Metamotivation questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment) was embedded at three different phases of secondary students' engagement with scientific texts and exercises (before, during, or after) to examine effects of timing on groups' science literacy and motivational regulation. Israeli 10th graders (N = 202) in eight science classrooms received the same scientific texts and reading comprehension exercises in four groups. Three treatment groups received metamotivational scaffolding before (n = 52), during (n = 50), or after text engagement (n = 54). The control group (n = 46) received standard instructional methods with no metamotivational scaffolding. Pretests and posttests assessed science literacy, domain-specific microbiology knowledge, and metamotivation regulation. Intergroup differences were non-significant at pretest but significant at posttest. The “before” group significantly outperformed all other groups. The “after” group significantly outperformed the “during” group, and the control group scored lowest. Outcomes suggested delivery of metamotivational scaffolding as a potentially important means for promoting students' science literacy and effortful perseverance with challenging science tasks, especially at the reflection-before-action stage for looking ahead and also at the reflection-on-action stage for looking back. More theoretical and practical implications of this preliminary study were discussed to meet the growing challenges in science teaching schoolwork.

YOUNG PEOPLE’ PSYCHOLOGICAL READINESS FOR MASTERING THE SKILLS OF EMOTIONAL SELF-REGULATION

At the present stage of Ukrainian society, requirements to an individual’s social and professional aspects grow significantly: the present demands activity, purposefulness, mobility, flexibility, and self-confidence from young people. These qualities cannot be manifested without formed skills of emotional self-regulation. The article analyzes the study on young people’s readiness for mastering the emotional self-regulation skills. Four levels of readiness for mastering the emotional self-regulation skills were identified and described. All of them were determined by the following components: motivation for emotional self-regulation, emotional consciousness, emotional competence, effectiveness of emotional self-regulation skills. The correlations were determined between young people’s readiness for mastering the skills of emotional self-regulation and such personal characteristics as: reflexivity, emotional competence and emotional self-awareness. The young people’s awareness of the need for emotional self-regulation and knowledge about them, their emotional sphere and formed reflexivity are essential prerequisites to form such personal characteristics as emotional consciousness, emotional competence, emotional stability and emotional maturity. The article determines that personal motivation for self-development and emotional-volitional control influence positively on the emotional self-regulation skills. Young people who are able to monitor their emotional states and their causal relationships with other internal processes and with effectiveness of their activities have higher motivation for emotional self-regulation and a wider range of emotional self-regulative methods that help them to achieve adequate socialization and productivity. Many young people are agreed that the need to master the skills of emotional self-regulation and recognize the negative impact of uncontrolled emotions on their own lives, but do not apply this need in real life situations.

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation.