scholarly journals Passion in University: The Role of the Dualistic Model of Passion in Explaining Students’ Academic Functioning

2020 ◽  
Author(s):  
Caroline Bélanger ◽  
Catherine F. Ratelle
Keyword(s):  
Academic Functioning ◽  
Dualistic Model Of Passion

The role of body-esteem in academic functioning problems associated with eating disturbances

2019 ◽  
pp. 1-5
Author(s):  
Lea Hautala ◽  
Virve Pekurinen ◽  
Tella Lantta ◽  
Maritta Välimäki ◽  
Minna Anttila
Keyword(s):  
Body Esteem ◽  
Academic Functioning ◽  
Eating Disturbances

The role of biomedical and psychosocial processes in the intellectual and academic functioning of children and adolescents with cystic fibrosis

1992 ◽  
Vol 48 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Robert J. Thompson ◽  
Kathryn E. Gustafson ◽  
Susanne Meohdadpour ◽  
Elizabeth S. Harrell ◽  
David A. Johndrow ◽  
...  
Keyword(s):  
Cystic Fibrosis ◽  
Children And Adolescents ◽  
Academic Functioning ◽  
Psychosocial Processes

scholarly journals Passion in Sport: On the Quality of the Coach–Athlete Relationship

2008 ◽  
Vol 30 (5) ◽  
pp. 541-560 ◽  
Author(s):  
Marc-André K. Lafrenière ◽  
Sophia Jowett ◽  
Robert J. Vallerand ◽  
Eric G. Donahue ◽  
Ross Lorimer
Keyword(s):  
Positive Emotions ◽  
Well Being ◽  
Future Research ◽  
Subjective Well Being ◽  
High Quality ◽  
Research Directions ◽  
Dualistic Model Of Passion ◽  
Future Research Directions

Vallerand et al. (2003) developed a dualistic model of passion, wherein two types of passion are proposed: harmonious (HP) and obsessive (OP) passion that predict adaptive and less adaptive interpersonal outcomes, respectively. In the present research, we were interested in understanding the role of passion in the quality of coach–athlete relationships. Results of Study 1, conducted with athletes (N = 157), revealed that HP positively predicts a high-quality coach–athlete relationship, whereas OP was largely unrelated to such relationships. Study 2 was conducted with coaches (N = 106) and showed that only HP positively predicted the quality of the coach–athlete relationship. Furthermore, these effects were fully mediated by positive emotions. Finally, the quality of the coach–athlete relationship positively predicted coaches’ subjective well-being. Future research directions are discussed in light of the dualistic model of passion.

scholarly journals The Double-Edged Sword of a Calling: The Mediating Role of Harmonious and Obsessive Passions in the Relationship between a Calling, Workaholism, and Work Engagement

2020 ◽  
Vol 17 (18) ◽  
pp. 6724 ◽  
Author(s):  
Jinsoo Choi ◽  
Surawut Permpongaree ◽  
Nanhee Kim ◽  
Yeeun Choi ◽  
Young Woo Sohn
Keyword(s):  
Work Engagement ◽  
Structural Model ◽  
Dualistic Model Of Passion ◽  
Mediating Role ◽  
Psychological Mechanisms ◽  
The Relationship

Even though research on perceiving a calling has been growing, our understanding of its double-edged sword effects and psychological mechanisms remain unclear, especially in terms of work engagement and workaholism. Based on the heavy working investment (HWI) and dualistic model of passion (DMP) theories, we established a dual-path structural model to examine the effects of callings on work engagement and workaholism through two types of passion: harmonious (HP) and obsessive (OP) passions. Our results showed that the association between perceiving a calling and work engagement was partially mediated by HP, while the association between perceiving a calling and workaholism was fully mediated by OP. This study contributes to the literature in that it reveals how perceiving a calling has different effects on work engagement and workaholism through the HWI theoretical lens, as well as the mediating roles of HP and OP, based on the DMP theory. Our findings can be practically applied in organizations and counseling.

The role of pain, disability and perceived social support in psychological and academic functioning of university students with pain: an observational study

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Danijela Serbic ◽  
Jun Zhao ◽  
Jiafan He
Keyword(s):  
Social Support ◽  
Chronic Pain ◽  
University Students ◽  
Acute Pain ◽  
Psychological Functioning ◽  
Perceived Social Support ◽  
Academic Functioning ◽  
Anxiety And Depression ◽  
Pain Disability

AbstractObjectivesUniversity students with pain face unique physical, psychological, social and academic challenges, but research on this is limited. The main aim of this study was to examine how pain, disability and perceived social support relate to psychological and academic outcomes in students with pain. It also compared students with pain and students without pain on measures of depression, anxiety and perceived social support.MethodsThree hundred and eleven students enrolled in Chinese universities took part in the study, 198 with pain (102 reported acute pain and 96 chronic pain) and 113 without pain. They completed measures of perceived social support, depression, anxiety, pain (intensity, frequency, duration), disability and pain interference with academic functioning.ResultsStudents with chronic pain reported higher levels of anxiety and depression and lower levels of perceived social support than students without pain. There were no significant differences between students with acute and chronic pain, and between students with acute pain and those without pain. In the pain sample (containing both acute and chronic pain group), greater interference with academic functioning was predicted by higher levels of pain and disability, and disability also predicted higher levels of depression. After controlling for effects of pain and disability, lower levels of perceived social support predicted higher levels of both anxiety and depression.ConclusionsThese results highlight the role of pain and disability in academic functioning and the role of perceived social support in psychological functioning of students with pain.

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