scholarly journals Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110031
Author(s):  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Selma Korlat ◽  
Elisabeth Pelikan ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Positive Emotion ◽  
Well Being ◽  
Need Satisfaction ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Minor Effect ◽  
Self Regulated Learning ◽  
Regulated Learning

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

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

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.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

The Effect of Transformational Leadership and Well-Being on Performance of Soccer Players: An Inclusive Model

2021 ◽  
pp. 1-9
Author(s):  
Sinan Yildirim ◽  
Ziya Koruç
Keyword(s):  
Transformational Leadership ◽  
Negative Affect ◽  
Psychological Health ◽  
Structural Equation ◽  
Well Being ◽  
Sport Performance ◽  
Need Satisfaction ◽  
Soccer Players ◽  
Satisfaction With Life Scale ◽  
Equation Modeling

The current study focuses on the effect of transformational leadership on athletes’ performance in the mediation of psychological need satisfaction, burnout, competition anxiety, life satisfaction, and positive–negative affect. The sample consisted of 391 soccer players aged between 16 and 20 years. Six scales were used in this study: Multifactor Leadership Questionnaire, Needs Satisfaction Scale, Athlete Burnout Measure, Satisfaction with Life Scale, Positive and Negative Affect Scale, and Sport Competition Anxiety Test. The method of Vallerand was preferred to measure performance, and structural equation modeling was employed to analyze data. The model data fit was also verified. It was found that the transformational leadership behaviors of coaches signally influence athletes’ performance either directly or indirectly. From another perspective, increasing the psychological health or well-being of  athletes has important effects on sport performance.

scholarly journals Antecedents of Perceived Coach Autonomy Supportive and Controlling Behaviors: Coach Psychological Need Satisfaction and Well-Being

2011 ◽  
Vol 33 (2) ◽  
pp. 255-272 ◽  
Author(s):  
Juliette Stebbings ◽  
Ian M. Taylor ◽  
Christopher M. Spray
Keyword(s):  
Autonomy Support ◽  
Structural Equation ◽  
Well Being ◽  
Need Satisfaction ◽  
Self Report ◽  
Equation Modeling ◽  
Psychological Well Being ◽  
Psychological Need ◽  
Controlling Behaviors ◽  
Psychological Need Satisfaction

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches’ autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches’ competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches’ psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches’ psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.

scholarly journals Self-Control and Affect Regulation Styles Predict Anxiety Longitudinally in University Students

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
John P. Powers ◽  
Hannah Moshontz ◽  
Rick H. Hoyle
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Affect Regulation ◽  
Structural Equation ◽  
Well Being ◽  
Self Control ◽  
Equation Modeling ◽  
Self Blame ◽  
Cohort Design ◽  
The Relationship

The performance and well-being of university students is influenced by many factors, including self-control and affect regulation, but little is known about how these factors relate. We therefore analyzed data from a multi-site research project that assessed trait self-control, affect regulation, and anxiety in a longitudinal cohort design (N = 1314) using structural equation modeling. We specifically tested hypotheses that trait self-control, assessed upon entering school, would predict anxiety outcomes during students’ third year, and this relationship would be mediated by affect regulation styles (adaptive or maladaptive). We found that greater self-control did predict lower third-year anxiety, even after accounting for anxiety levels upon entering school. Furthermore, this relationship was partially mediated by maladaptive affect regulation, where students with greater self-control endorsed less use of maladaptive coping strategies (e.g., denial, self-blame), which in turn predicted less subsequent anxiety. In contrast, adaptive coping strategies did not mediate the relationship between trait self-control and anxiety. These findings highlight trait self-control as an important predictor of anxiety, and they identify maladaptive affect regulation as a target for interventions to promote student well-being and success.

scholarly journals Higher Education Instructors’ Usage of and Learning From Student Evaluations of Teaching – Do Achievement Goals Matter?

2021 ◽  
Vol 12 ◽  
Author(s):  
Julia Hein ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Martin Daumiller ◽  
Markus Dresel ◽  
...  
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Structural Equation ◽  
Online Survey ◽  
Student Evaluations ◽  
Equation Modeling ◽  
Student Evaluations Of Teaching ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Avoidance Goals

Identifying what motivates and hinders higher education instructors in their self-regulated learning from student evaluations of teaching (SETs) is important for improving future teaching and facilitating student learning. According to models of self-regulated learning, we propose a model for the usage of SETs as a learning situation. In a longitudinal study, we investigate the associations between achievement goals and the usage of and learning from SETs in the context of higher education. In total, 407 higher education instructors (46.4% female; 38.60 years on average) with teaching commitments in Germany or Austria reported their achievement goals in an online survey. Out of these participants, 152 instructors voluntarily conducted SET(s) and subsequently reported their intentions to act on the feedback and improve future teaching in a short survey. Using structural equation modeling, we found, in line with our hypotheses, that learning avoidance, appearance approach, and appearance avoidance goals predicted whether instructors voluntarily conducted SET(s). As expected, learning approach and (avoidance) goals were positively associated with intentions to act on received SET-results and improve future teaching. These findings support our hypotheses, are in line with assumptions of self-regulated learning models, and highlight the importance of achievement goals for instructors’ voluntary usage of and intended learning from SET(s). To facilitate instructors’ learning from SET-results, our study constitutes a first step for future intervention studies to build on. Future researchers and practitioners might support instructors’ professional learning by encouraging them to reflect on their SET-results.

scholarly journals SELF REGULATION LEARNING PADA MAHASISWA FAKULTAS ILMU PENDIDIKAN UNIVERSITAS NEGERI JAKARTA

2007 ◽  
Vol 16 (VIII) ◽  
pp. 13-21
Author(s):  
Deasyanti Deasyanti ◽  
Anna Armeini Rangkuti
Keyword(s):  
Cognitive Psychology ◽  
University Students ◽  
Self Regulation ◽  
Learning Motivation ◽  
State University ◽  
Self Regulated Learning ◽  
Thinking Ability ◽  
Regulated Learning ◽  
Study Programs ◽  
Thinking Process

University students have to learn independently. They must have skills of how to learn: thinking ability, thinking process, and learning motivation. Those abilities in cognitive psychology are known as self-regulated learning. This research involve 128 students of Education Faculty of Jakarta State University to know about description of self-regulated learning, difference of self-regulated learning between study programs, and correlation of self-regulated learning withacademic achievement.

An Integrative Model of Self-Regulated Learning for University Students: The Contributions of Social Cognitive Theory of Carriers

2020 ◽  
pp. 002205742090437
Author(s):  
Mauricio Federico Zalazar-Jaime ◽  
Leonardo Adrián Medrano
Keyword(s):  
Structural Equation ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Empirical Support ◽  
Integrative Model ◽  
Equation Modeling ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Social Cognitive Career

Self-regulated learning (SRL) has gained increasing interest in educational research. Although SRL models agree on the dynamic interplay between forethought, performance, and self-reflection processes, they differ in the subprocesses implied at each phase. The main objectives of this study were to develop and test an SRL model by integrating main contributions of social cognitive career theory and Zimmerman’s SRL model in a sample of undergraduates in Argentina. Structural equation modeling showed that three models fitted well to the data, explaining between 21% and 34% of the variance. The results of this study provide theoretical and empirical support for the SRL model.

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