Regulatory Focus, Motivation, and Their Relationship With Creativity Among Adolescents

Due to the close relationship among intrinsic/extrinsic motivation, regulatory focus, and creativity revealed by previous literature, intrinsic/extrinsic motivation may play a mediating role between regulatory focus and creativity. Therefore, the present study aimed to investigate the relationship between regulatory focus and creativity by combining intrinsic/extrinsic motivation. In this study, senior high school students (n = 418) completed the Regulatory Focus Questionnaire, the Working Preference Inventory, the Williams Creativity Assessment Packet, and the Kirton Adaption–Innovation Inventory. The correlation analysis showed that both promotion and prevention focus positively correlated with intrinsic motivation; intrinsic motivation and promotion focus positively correlated with creativity personality and innovative-adaptive cognitive style; and extrinsic motivation and prevention focus negatively correlated with innovative–adaptive cognitive style. Furthermore, a path model showed that promotion focus positively predicted creativity through the mediation of intrinsic motivation. In general, our study suggests that intrinsic motivation plays a mediating role between promotion focus and creativity. Our results complement those of previous studies and serve as inspiration for the cultivation of creativity in classroom or enterprise settings.

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The impact of challenge-hindrance stressors on creativity: the mediating role of regulatory focus and the moderating role of proactive personality

E3S Web of Conferences ◽

10.1051/e3sconf/202124503031 ◽

2021 ◽

Vol 245 ◽

pp. 03031

Author(s):

Yixin Yang ◽

Mingjian Zhou

Keyword(s):

Regulatory Focus ◽

Proactive Personality ◽

Regulatory Focus Theory ◽

Prevention Focus ◽

Promotion Focus ◽

Mediating Role ◽

The Impact ◽

Moderating Role ◽

Focus Theory

Based on the challenge-hindrance stressors framework and regulatory focus theory, this study explored the mediating role of promotion focus between challenge stressors and employee creativity, and the mediating role of prevention focus between hindrance stressors and creativity. In addition, we further explored the moderating role of proactive personality in this model. In the end, we discuss implications and limitations of our argument for theory and practices.

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VALIDATION OF THE ACADEMIC MOTIVATION SCALE IN A SAMPLE OF HIGH SCHOOL STUDENTS

Zbornik radova 18 ◽

10.51728/issn.2637-1480.2019.16.191 ◽

2018 ◽

pp. 191-216

Author(s):

Anela Hasanagić ◽

Nina Bosankić

Keyword(s):

High School ◽

Factor Analysis ◽

High School Students ◽

Intrinsic Motivation ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Validity And Reliability ◽

School Students ◽

Academic Motivation Scale ◽

Motivation Scale

Academic motivation implies an internal process that initiates and maintains activities aimed at reaching certain academic goals. The objective of this research was to explore the psychometric characteristics of the Academic Motivation Scale (AMS). The sample comprised 157 participants, high school students in the Sarajevo Canton. An item analysis indicated that discriminatory validity and reliability indices were satisfactory for all items. The Cronbach’s alpha coefficients for separate subscales were ranging from 0.77 to 0.84, and for the whole instrument α = 0.912. An exploratory factor analysis specified 5 factors, with 66.53% of the variance explained. After a Equamax rotation with Kaiser normalization we reached the solution whereby there are two subscales of intrinsic motivation – for knowledge and stimulation- and they present the first factor. The second factor is composed of the subscales of extrinsic motivation – imposed and externally regulated. The third factor are the items of a-motivation, the fourth the items of intrinsic motivation for achievement, and the fifth the items of extrinsic internalized motivation. A confirmatory factor analysis did not offer a more interpretable solution. After separate factor analyses of the subscales of intrinsic and extrinsic motivation, we got a satisfactory solution whereby the three subscales of intrinsic and three of extrinsic motivation might be distinguished. In conclusion, we can say that this measuring instrument has satisfactory metric characteristics and that the existence of the following seven factors has been partially confirmed: intrinsic motivation (for knowledge, achievement, stimulation), extrinsic motivation (imposed, internalized, externally regulated) and a-motivation.

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Practical Research into the Degree of Influence by the Intrinsic Motivation and the Extrinsic Motivation

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.268-270.561 ◽

2011 ◽

Vol 268-270 ◽

pp. 561-567

Author(s):

Qing Song Xie

Keyword(s):

High School ◽

High School Students ◽

Intrinsic Motivation ◽

Language Learners ◽

Extrinsic Motivation ◽

School Students ◽

High School English ◽

Practical Research ◽

Senior High School Students

Language learners are not machines to be programmed but people with likes and dislikes, weaknesses and prejudices. This paper intends to discuss the affective factor --motivation of language learners. The author surveys motivation with the focus on the classification of intrinsic motivation and extrinsic motivation and compares their different influences on senior high school students. Anyway, the author aims to provide some suggestions and first-hand datum for high school English teaching.

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EFL student’s motivation in learning English in Langsa, Aceh

Studies in English Language and Education ◽

10.24815/siele.v6i1.12860 ◽

2019 ◽

Vol 6 (1) ◽

pp. 163-170

Author(s):

Maria Ulfa ◽

Allif Syahputra Bania

Keyword(s):

High School ◽

High School Students ◽

Intrinsic Motivation ◽

Extrinsic Motivation ◽

Learning Goals ◽

School Students ◽

Efl Learners ◽

Intrinsic And Extrinsic Motivation ◽

Senior High School Students ◽

Learning English

The research deals with the intrinsic and extrinsic motivation of EFL learners in learning English. This research used the qualitative design to find out the EFL learners’ motivation in learning English, specifically to their intrinsic and extrinsic motivation. The participants consist of 40 senior high school students in Langsa. The questionnaire was the instrument used in collecting data. The questionnaire consists of 35 items, in which they are divided into two parts. The first part, numbers 1 until 20, is to collect the information about intrinsic motivation and inquires about interest, need, hobby and goal. Meanwhile, the second part, numbers 21 until 35, is to collect information about extrinsic motivation and inquires about teachers, parents, and the environment. The results showed that the component in the extrinsic motivation that gave the biggest impact to the students are the teachers; who are the student’s biggest influence in learning English. Meanwhile, the biggest component of intrinsic motivation is the students’ own learning goals. The paper further describes each of these factors in relation to their motivation. The implication of this study related to the teachers’ efforts and capability in motivating their students to learn English is also discussed.

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An Examination of Science High School Students’ Motivation towards Learning Biology and Their Attitude Towards Biology Lesson

International Journal of Higher Education ◽

10.5430/ijhe.v7n1p151 ◽

2018 ◽

Vol 7 (1) ◽

pp. 151 ◽

Cited By ~ 1

Author(s):

Mustafa KIŞOĞLU

Keyword(s):

High School ◽

High School Students ◽

Intrinsic Motivation ◽

Extrinsic Motivation ◽

Attitude Scale ◽

Arithmetic Mean ◽

School Students ◽

Significance Level ◽

Science High School ◽

Attitude Scales

The purpose of this study is to examine motivation of students studying in Science High School towards learning biology and their attitude towards biology lesson. The sample of the study consists of 564 high school students (308 females, 256 males) studying at two science high schools in Aksaray, Turkey. In the study relational screening method which is a descriptive survey model was utilized. “Academic Motivation Scale for Learning Biology” consisting of 4 sub-dimensions (intrinsic motivation, amotivation, extrinsic motivation-career and extrinsic motivation-social) and 19 items and “Biology Science and Course Attitude Scale” consisting of 3 sub-dimensions (interest, pleasure and anxiety) and 23 items were utilized. Data were interpreted in accordance with arithmetic mean, percentage, frequency and significance level. Significance level was taken as 0.05. As a result of the research arithmetic means of students’ intrinsic motivation and extrinsic motivation-career sub-dimensions were found to be above the scale mean. Students’ mean score in amotivation and extrinsic motivation-social sub-dimensions were below the scale mean. However, students’ arithmetic mean in each of sub-dimensions in attitude scale were average. Highest relation among sub-dimensions of motivation and attitude scales was found to be between intrinsic motivation and interest, and intrinsic motivation and pleasure sub-dimensions. Nevertheless, as a result of the evaluation done in terms of students’ gender and class level it was determined that there is significant difference between their gender and class levels in sub-dimensions of motivation and attitude scales.

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Effects of regulatory focus on online learning engagement of high school students: The mediating role of self‐efficacy and academic emotions

Journal of Computer Assisted Learning ◽

10.1111/jcal.12642 ◽

2021 ◽

Author(s):

Wenbo Deng ◽

Weina Lei ◽

Xipei Guo ◽

Xinyi Li ◽

Wenshuang Ge ◽

...

Keyword(s):

High School ◽

Online Learning ◽

High School Students ◽

Regulatory Focus ◽

Self Efficacy ◽

School Students ◽

Learning Engagement ◽

Academic Emotions ◽

Mediating Role

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Promoting Water Conservation Based on the Matching Effect of Regulatory Focus and Emotion

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18041680 ◽

2021 ◽

Vol 18 (4) ◽

pp. 1680

Author(s):

Xiaomei Wang ◽

Lin Zhang ◽

Xiaoyu Jiang ◽

Jia Wang

Keyword(s):

Regulatory Focus ◽

Water Conservation ◽

Information Dissemination ◽

Interactive Effect ◽

Water Saving ◽

Prevention Focus ◽

Matching Effect ◽

Promotion Focus ◽

Cognitive Motivation ◽

Willingness To Engage

This study aimed to examine the effects of regulatory focus and emotions on water-saving information dissemination. The findings revealed that when water-saving information is framed with a prevention focus, sad emotion fosters more active willingness to engage with the information dissemination than cheerful emotion. However, a promotion focus coupled with cheerfulness is slightly more persuasive than a promotion focus coupled with sadness. Furthermore, compared to the individuals in the nonfit group of emotions who had a regulatory focus, the individuals in the fit group formed a more favorable water-saving attitude and demonstrated a slightly higher willingness to disseminate water-saving information. This article is the first to contribute to exploring the dissemination of water-saving information from the perspective of the interactive effect of individual cognitive motivation and emotion.

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Mother Phubbing and Adolescent Cyberbullying: The Mediating Role of Perceived Mother Acceptance and the Moderating Role of Emotional Stability

Journal of Interpersonal Violence ◽

10.1177/0886260520983905 ◽

2020 ◽

pp. 088626052098390

Author(s):

Jiahui Qu ◽

Li Lei ◽

Xingchao Wang ◽

Xiaochun Xie ◽

Pengcheng Wang

Keyword(s):

High School Students ◽

Positive Association ◽

Emotional Stability ◽

School Students ◽

Mediation Analyses ◽

Mediating Role ◽

Indirect Path ◽

Underlying Mechanisms ◽

The Relationship

Previous studies have found some risk factors of cyberbullying. However, little is known about how mother phubbing may influence adolescent cyberbullying, and the mediating and moderating mechanisms underlying this relationship. “Phubbing,” which is a portmanteau of “phone” and “subbing,” refers to snubbing other people and focus on smartphones in social interactions. This study examined whether mother phubbing, which refers to being phubbed by one’s mother, would be positively related to adolescent cyberbullying, whether perceived mother acceptance would mediate the relationship between mother phubbing and adolescent cyberbullying, and whether emotional stability would moderate the pathways between mother phubbing and adolescent cyberbullying. The sample consisted of 4,213 Chinese senior high school students (mean age 16.41 years, SD = 0.77, 53% were female). Participants completed measurements regarding mother phubbing, cyberbullying, perceived mother acceptance, and emotional stability. The results indicated that mother phubbing was positively related to cyberbullying, which was mediated by perceived mother acceptance. Further, moderated mediation analyses showed that emotional stability moderated the direct path between mother phubbing and cyberbullying and the indirect path between mother phubbing and perceived mother acceptance. This study highlighted the harmful impact of mother phubbing on adolescents by showing a positive association between mother phubbing and adolescent cyberbullying, as well as the underlying mechanisms between mother phubbing and adolescent cyberbullying.

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The High School Competencies Scale (H-Comp Scale): A First Validation Study

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe11020041 ◽

2021 ◽

Vol 11 (2) ◽

pp. 570-584

Author(s):

Diego Boerchi ◽

Paola Magnano ◽

Ernesto Lodi

Keyword(s):

High School ◽

Academic Performance ◽

High School Students ◽

Family Relationships ◽

Self Efficacy ◽

Concurrent Validity ◽

Extrinsic Motivation ◽

Self Esteem ◽

Emotional Reactions ◽

School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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