The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

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Predicting Students’ Physical Activity and Health-Related Well-Being: A Prospective Cross-Domain Investigation of Motivation Across School Physical Education and Exercise Settings

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.34.1.37 ◽

2012 ◽

Vol 34 (1) ◽

pp. 37-60 ◽

Cited By ~ 130

Author(s):

Martyn Standage ◽

Fiona B. Gillison ◽

Nikos Ntoumanis ◽

Darren C. Treasure

Keyword(s):

Structural Equation Modeling ◽

Physical Education ◽

Autonomy Support ◽

Structural Equation ◽

Autonomous Motivation ◽

Well Being ◽

Need Satisfaction ◽

Step Count ◽

Equation Modeling ◽

Health Related

A three-wave prospective design was used to assess a model of motivation guided by self-determination theory (Ryan & Deci, 2008) spanning the contexts of school physical education (PE) and exercise. The outcome variables examined were health-related quality of life (HRQoL), physical self-concept (PSC), and 4 days of objectively assessed estimates of activity. Secondary school students (n = 494) completed questionnaires at three separate time points and were familiarized with how to use a sealed pedometer. Results of structural equation modeling supported a model in which perceptions of autonomy support from a PE teacher positively predicted PE-related need satisfaction (autonomy, competence, and relatedness). Competence predicted PSC, whereas relatedness predicted HRQoL. Autonomy and competence positively predicted autonomous motivation toward PE, which in turn positively predicted autonomous motivation toward exercise (i.e., 4-day pedometer step count). Autonomous motivation toward exercise positively predicted step count, HRQoL, and PSC. Results of multisample structural equation modeling supported gender invariance. Suggestions for future work are discussed.

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Work Life Balance and Job Satisfaction - A Structural Equation Modeling

GIS Business ◽

10.26643/gis.v14i6.11692 ◽

2019 ◽

Vol 14 (6) ◽

pp. 156-162

Author(s):

Dr. D. Shoba ◽

Dr. G. Suganthi

Keyword(s):

Job Satisfaction ◽

Structural Equation ◽

Well Being ◽

Work Life ◽

Work Life Balance ◽

Equation Modeling ◽

Subjective Well Being ◽

Life Balance ◽

Study Results

Work-Life balance has its importance from ancient days and the concept is very old, from the day the world has been created. There was a drastic change that has occurred in the market of teachers and their personal profiles. There are tremendous changes in various families which have bartered from the ‘breadwinner’ role of traditional men to single parent families and dual earning couples. This study furnishes an insight into work life balance and job satisfaction of teachers working in School of Villupuram District. The sample comprises of 75 school teachers from Government and private schools in Villupuram District. The Study results that there is increasing mediating evidence in Work-life balance as well as Job satisfaction of teachers are not affected by the type of school in which they are working. Job satisfaction or Pleasure of life will be affected as a whole by Work life balance of an individual which is the main which can be calculated by construct of subjective well being.

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A Child’s Family Relationship and Emotional Well-Being through Self-Regulated Learning in South Korea

Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse ◽

10.29173/cjfy29340 ◽

2018 ◽

Vol 10 (1) ◽

pp. 1-23

Author(s):

Youngbae Yun ◽

Jihye Choi

Keyword(s):

South Korea ◽

Family Conflict ◽

Structural Equation ◽

Family Relationship ◽

Well Being ◽

Equation Modeling ◽

School Students ◽

Self Regulated Learning ◽

Regulated Learning ◽

6Th Graders

This paper focuses on the relationship between a child’s family relationship, emotional well-being, and self-regulated learning in Korea. The sample of this study consisted of 527 elementary school students who were selected from three different schools in South Korea. The data were collected using the family relationship scale, the self-regulated learning scale, and the emotional well-being scale. The results showed that the structural equation modeling analysis was a good model fit to indices. Family relationship such as cohesion or conflict had a direct and indirect effect on a student’s emotional well-being. Also, family cohesion and family conflict indirectly influenced a child’s emotional well-being through self-regulated learning. It was also evident that there were significant grade differences in the students' emotional well-being where 5th graders had higher positive emotions than 6th graders and 6th graders had higher family conflict than 5th graders. To sum up the findings, there was clear evidence that a positive family relationship predicted a student’s emotional well-being directly and anticipated a child’s emotional well-being indirectly through self-regulated learning.

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Psychological and Behavioral Correlates of Early Adolescents’ Physical Literacy

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0131 ◽

2021 ◽

Vol 40 (1) ◽

pp. 157-165

Author(s):

Dylan O. Blain ◽

Thomas Curran ◽

Martyn Standage

Keyword(s):

Physical Education ◽

Structural Equation ◽

Leisure Time ◽

Early Adolescents ◽

Well Being ◽

Exercise Behavior ◽

Equation Modeling ◽

Physical Literacy ◽

Psychological Well Being ◽

Psychological Wellness

Purpose: Physical literacy is understood to be important for adolescents’ behavioral and psychological wellness. Yet, to date, limited empirical data exist to support such reasoning. Addressing this gap, the present study examined relationships between physical literacy and early adolescents’ physical education engagement, leisure-time exercise behavior, and psychological well-being. Methods: The physical literacy level of 187 early adolescents (Mage = 12.84, SD = 0.55, girls = 99) was measured using the Canadian Assessment for Physical Literacy. One week later, data pertaining to standardized measures of engagement in physical education, leisure-time exercise behavior, and psychological well-being were collected. Results: Structural equation modeling revealed that physical literacy was positively correlated with physical education engagement, leisure-time exercise, positive affect, and vitality, whereas it was negatively correlated with negative affect. Conclusion: The findings from this work substantiate the contention that physical literacy has manifold benefits for early adolescents’ behavioral and psychological wellness.

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Transformative value and the role of involvement in gamification and serious games for well-being

Journal of Service Management ◽

10.1108/josm-05-2019-0137 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Rory Francis Mulcahy ◽

Nadia Zainuddin ◽

Rebekah Russell-Bennett

Keyword(s):

Serious Games ◽

Structural Equation ◽

Well Being ◽

Equation Modeling ◽

Content Type ◽

Role Involvement ◽

Competing Models ◽

Moderating Role ◽

Health And Well Being

PurposeThis study aims to investigate the use of gamification and serious games as transformative technologies that encourage health and well-being behaviors. The purpose of this paper is to investigate the transformative value that can be created by gamified apps and serious games and the role involvement plays between transformative value and desired outcomes.Design/methodology/approachFour gamified apps/serious games were examined in the study, with data collected from N = 497 participants. The data were analyzed using structural equation modeling.FindingsThe results revealed that gamified apps and serious games can create three transformative value dimensions – knowledge, distraction, and simulation – which can have direct and indirect effects on desired outcomes. Examination of competing models revealed involvement plays a mediating rather than a moderating role for gamification and serious games for well-being.Originality/valueThis research contributes greater understanding of how technology can be leveraged to deliver transformative gamification services. It demonstrates the multiple transformative value dimensions that can be created by gamified apps and serious games, which assist the performance of well-being behaviors and which have yet to be theorized or empirically examined. The study also establishes the mediating rather than the moderating role of involvement in gamification and serious games, as called for in the literature.

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Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time

International Journal of Behavioral Development ◽

10.1177/0165025419885027 ◽

2019 ◽

Vol 44 (4) ◽

pp. 301-312 ◽

Cited By ~ 1

Author(s):

Andrew J. Martin ◽

Herbert W. Marsh

Keyword(s):

High School Students ◽

Structural Equation ◽

Protective Role ◽

Theory And Practice ◽

Equation Modeling ◽

School Students ◽

Positive Effects ◽

Academic Buoyancy ◽

One Year

What is the relationship between academic buoyancy and academic adversity? For example, does the experience of academic adversity help build students’ academic buoyancy in school—or, does academic buoyancy lead to decreases in subsequent academic adversity? This longitudinal study of 481 high school students (Years 7–12) investigated the relations between academic buoyancy and academic adversity. Harnessing a cross-lagged panel design spanning two consecutive academic years, we employed structural equation modeling to investigate the extent to which prior academic buoyancy predicted subsequent academic adversity and the extent to which prior academic adversity predicted subsequent academic buoyancy—beyond the effects of sociodemographics, prior achievement, and auto-regression. We found that prior academic buoyancy significantly predicted lower subsequent academic adversity, but prior academic adversity did not significantly predict higher subsequent academic buoyancy. Interestingly, however, there was a marginal interaction effect such that students who experienced academic adversity but who were also high in academic buoyancy were less likely to experience academic adversity one year later. We conclude that it is important to instill in students the capacity to effectively deal with academic adversity—that is, academic buoyancy. We also conclude that some experience of academic adversity can have positive effects but predominantly when accompanied by high levels of academic buoyancy. Implications for theory and practice are discussed.

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The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement

Canadian Journal of School Psychology ◽

10.1177/0829573516655228 ◽

2016 ◽

Vol 32 (2) ◽

pp. 162-175 ◽

Cited By ~ 4

Author(s):

Weihua Fan ◽

Allison G. Dempsey

Keyword(s):

Academic Achievement ◽

High School Students ◽

Structural Equation ◽

Equation Modeling ◽

School Students ◽

Mediating Role ◽

Student Victimization ◽

Nationally Representative ◽

And Gender

This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high school students. Give these significant associations, identification of the cognitive mechanisms that underlie these relationships is critical to understanding the plight of repeated victims. Our results indicated that students who reported frequent peer victimization also reported reduced school motivation (self-efficacy and intrinsic motivation), resulting in lower achievement in both reading and math. These pathways existed after accounting for differences in achievement that may be due to socioeconomic status and gender.

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The Effect of Peer Acceptance on Euphoria Among Korean Adolescents

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2015.43.1.63 ◽

2015 ◽

Vol 43 (1) ◽

pp. 63-73

Author(s):

Youngsang Jun ◽

Junseob Shin

Keyword(s):

Life Satisfaction ◽

Structural Equation ◽

Family Background ◽

Peer Acceptance ◽

Well Being ◽

Equation Modeling ◽

School Life ◽

School Students ◽

Korean Adolescents ◽

Family Harmony

Our purpose in this study was to examine the influence of peer acceptance on euphoria in Korean adolescents, by investigating the relationships among peer acceptance, school life satisfaction, and happiness. We surveyed 343 Korean middle school students to investigate how the relationships among these variables were influenced by school life and family background factors. Results from structural equation modeling revealed that peer acceptance did not have a direct effect on euphoria, but that an indirect influence was applied through school life satisfaction. Of the school and family factors, family harmony showed a direct and an indirect (via school satisfaction) influence on euphoria. Implications of the results for enhancing the psychological well-being of Korean adolescents are discussed.

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Stress of COVID-19, Anxiety, Economic Insecurity, and Mental Health Literacy: A Structural Equation Modeling Approach

Frontiers in Psychology ◽

10.3389/fpsyg.2021.707079 ◽

2021 ◽

Vol 12 ◽

Author(s):

Yangxiu Hu ◽

Baojuan Ye ◽

Jiawen Tan

Keyword(s):

Mental Health ◽

Health Literacy ◽

Structural Equation ◽

Mental Health Literacy ◽

Well Being ◽

Equation Modeling ◽

Economic Insecurity ◽

Chinese College Students ◽

Negatively Associated

The COVID-19 pandemic is currently a global health threat attributed to negatively affecting the mental health and well-being of people globally. The purpose of the current study is to examine the mediating roles of economic insecurity and mental health literacy in the relationship between stress about COVID-19 and anxiety. Results from the current study using a large sample of Chinese college students (N = 1,334) showed that stress of COVID-19 was positively associated with economic insecurity and anxiety while negatively associated with mental health literacy, which in turn was negatively associated with anxiety. These results elucidate our understanding of the role of mediators in stress about COVID-19 and anxiety. The findings are useful in terms of providing evidence for tailoring interventions and implementing preventative approaches to mitigate anxiety due to stress of COVID-19. Based on the present findings and within the context of COVID-19, the potential utility of promoting MHL to reduce the psychopathological consequences of COVID-19 is discussed.

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The Relationship of Work-Related ICT Use With Well-being, Incorporating the Role of Resources and Demands: A Meta-Analysis

SAGE Open ◽

10.1177/21582440211061560 ◽

2021 ◽

Vol 11 (4) ◽

pp. 215824402110615

Author(s):

Viktoria Maria Baumeister ◽

Leonie Petra Kuen ◽

Maike Bruckes ◽

Gerhard Schewe

Keyword(s):

Structural Equation ◽

Meta Analysis ◽

Well Being ◽

Equation Modeling ◽

Negative Effects ◽

Work Related ◽

Mediating Role ◽

Ict Use ◽

The Relationship

An understanding of the overall relationship between the work-related use of information and communication technology (ICT) and employees’ well-being is lacking as the rising number of studies has produced mixed results. We meta-analytically synthesize and integrate existing literature on the consequences of ICT use based on the job demands-resources model. By using meta-analytical structural equation modeling based on 63 independent studies ( N = 26,295), we shed light on the relationship between ICT use and employees’ well-being (operationalized as burnout and engagement) in a model that incorporates the mediating role of ICT-related resources and demands. Results show that ICT use is opposingly related to burnout and engagement through autonomy, availability, and work-life conflict. Our study brings clarity into the contradictory results and highlights the importance of a simultaneous consideration of both positive and negative effects for a comprehensive understanding of the relationship. We further show that the time of use and managerial position, and methodological moderators can clarify heterogeneity in previous results.

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