scholarly journals Effect of the constructivists teaching method, undergraduate students’ statistics self-concept and other psychological constructs in mediating their motivation for learning statistics

2021 ◽  
Vol 15 (2) ◽  
pp. 129-142
Author(s):  
Dissou Yarhands Arthur
Keyword(s):  
Undergraduate Students ◽  
Teaching Method ◽  
Psychological Needs ◽  
Teaching Approach ◽  
Self Concept ◽  
Equation Modeling ◽  
Model Parameters ◽  
Psychological Constructs ◽  
Psychological Need ◽  
Motivation For Learning

This study sought to model the effect of the constructivists teaching method, learners’ statistics self-concept and their psychological constructs (i.e. need for competence, relatedness and autonomy) in mediating undergraduate students’ motivation for learning statistics in a Ghanaian university. The study adopted quantitative approach by using simple random sampling techniques. A sample of 107 students from the Faculties of Technical and Vocational Education of the University of Education, Winneba were given questionnaires to measure how the constructivists teaching method and as well as psychological constructs have mediated their motivation for learning statistics. The data obtained were analysed using Structural Equation Modeling (SEM) to estimate model parameters to answer the research questions and test hypotheses. The study revealed that students’ psychological need for competence, relatedness and autonomy is positively and significantly influenced by the constructivism teaching approach. Moreover, students’ psychological need for relatedness and autonomy positively and significantly affect the students’ statistics self-concept. The results further suggested that students’ statistics self-concept positively and significantly influences students’ motivation to study statistics. The study concluded that the teaching method predicts students’ needs for competence (R2=0.189), relatedness (R2=0.503) and autonomy (R2=0.198). In addition, students psychological need for competence, relatedness and autonomy significantly predict (R2=0.630) students self-concept in statistics. Finally, students’ motivation can be predicted (R2=0.480) by constructivism teaching approach using psychological needs and self-concept as mediating variables.

Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration

2019 ◽  
Vol 35 (2) ◽  
pp. 139-153
Author(s):  
Rylee Oram ◽  
Maria Rogers ◽  
George DuPaul
Keyword(s):  
Undergraduate Students ◽  
Academic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Difficulties ◽  
Psychological Need ◽  
Need Frustration ◽  
Academic Amotivation ◽  
The Relationship ◽  
Adhd Symptomatology

Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD symptomatology and academic amotivation. A sample of undergraduate students completed an online questionnaire about their university experience. Data were analyzed using a mediational structural equation model. Results suggested significant relationships between all of the variables. Moreover, basic psychological need frustration fully mediated the relationship between ADHD symptomatology and academic amotivation. These results demonstrate the importance of fulfilling the basic psychological needs of undergraduate students experiencing ADHD symptomatology, as it may increase their academic motivation, and, subsequently, reduce their academic difficulties.

Teacher Support Resources, Need Satisfaction and Well-Being

2015 ◽  
Vol 18 ◽  
Author(s):  
Fernando Doménech-Betoret ◽  
Susana Lloret-Segura ◽  
Amparo Gómez-Artiga
Keyword(s):  
Teacher Support ◽  
Well Being ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Model Fit ◽  
Self Report ◽  
Equation Modeling ◽  
Psychological Need ◽  
Support Resources ◽  
Psychological Need Satisfaction

AbstractBased on Job Demands-Resources Model (JD-R), this study examines the relationships among teacher support resources, psychological need satisfaction, engagement and burnout in a sample of 282 Spanish secondary school teachers. Nine teacher psychological needs were identified based on the study of Bess and on the Self-Determination Theory (SDT). Self-report questionnaires were used to measure the constructs selected for this study and their interrelationships were examined by structural equation modeling. The results reveal a good model fit to the data (NNFI = .88; CFI = .90; GFI = .90; RMSEA = .061). The analyses indicate a positive and significant effect of latent variable Psychological Need Satisfaction on engagement (β = .74, p < .05), and a negative and significant effect on burnout (β = -.78, p ≤ .05). Furthermore, the results show the mediator role played by Psychological Need Satisfaction in the relationship between teacher support resources and both engagement and burnout (additional paths did not improve the model fit: Δχ2(2) = 2.428, p = .29). Finally, practical implications of these findings are discussed.

College students' trait gratitude and subjective well-being mediated by basic psychological needs

2020 ◽  
Vol 48 (4) ◽  
pp. 1-10
Author(s):  
Yanhua Wang
Keyword(s):  
Structural Equation Modeling ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Subjective Well Being ◽  
Trait Gratitude ◽  
Insight Into

I explored how trait gratitude affects subjective well-being and whether this relationship is mediated by the fulfillment of basic psychological needs. Participants were 481 Chinese undergraduate students, who responded to measures of trait gratitude, basic psychological needs fulfillment, and subjective well-being (SWB). The results revealed that trait gratitude, fulfillment of basic psychological needs, and SWB were significantly correlated with each other. Further, structural equation modeling results indicated that trait gratitude was a significant predictor of SWB, and this effect was partially mediated by the fulfillment of basic psychological needs. My findings provide new insight into the mechanism of how gratitude can promote SWB.

scholarly journals CAPTURING TEACHING MOTIVATION OF TEACHER IN THE DISADVANTAGED AREAS

2019 ◽  
Vol 38 (3) ◽  
pp. 398-410
Author(s):  
Hanggara Budi Utomo ◽  
Dewi Retno Suminar ◽  
Hamidah Hamidah
Keyword(s):  
School Climate ◽  
Structural Equation ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Influential Factors ◽  
Self Concept ◽  
Equation Modeling ◽  
Teaching Motivation ◽  
Climate Scale

Teaching motivation of teachers is very important for student’s development. The purpose of this study is to test the teaching motivation of teachers in disadvantaged areas affected by the school climate and self-concept through the satisfaction of basic psychological needs. The subjects of this research were 241 teachers. Data collection techniques used instruments in the form of a school climate scale, a scale of self-concept, a scale of basic psychological need satisfaction, and a scale of teaching motivation. The data analysis techniques used a structural equation modeling. The results showed that the attention of teachers who teach in disadvantaged areas shows that the school climate and teacher’s self-concept differently provide an important role in teaching motivation mediated by the basic psychological needs satisfaction. This means that teaching motivation is a result of the role of the school climate as an external factor and satisfaction of basic psychological needs and self-concept as an internal factor. The implication of this research is the need for programs to develop teacher motivation in disadvantaged areas by optimizing and considering school climate, self-concept, and satisfaction of basic psychological needs as influential factors.

scholarly journals Work Pressures Stemming From School Authorities and Burnout Among Physical Education Teachers: The Mediating Role of Psychological Needs Thwarting

2021 ◽  
pp. 1-11
Author(s):  
Evelia Franco ◽  
Ricardo Cuevas ◽  
Javier Coterón ◽  
Christopher Spray
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Psychological Needs ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Emotional States ◽  
Psychological Need ◽  
Mediating Role ◽  
External Pressures

Purpose: To examine the role of psychological need thwarting in mediating physical education teachers’ work pressures stemming from school authorities and burnout. Method: A total of 345 physical education teachers (M = 47.46; SD = 8.79) completed some online validated questionnaires. Results: Structural equation modeling first revealed that pressures from school authorities predicted needs thwarting which, in turn, predicted burnout. In a second model, in which burnout was deemed as a multidimensional construct, autonomy and competence thwarting was found to predict both emotional exhaustion and depersonalization. Discussion: These findings suggest that when teachers find themselves pressured by school authorities to act in certain way, they are more likely to feel more exhausted and to adopt more cynical attitudes toward their students due to the thwarting of their basic needs. Practical implications related to school and national policies are discussed. Conclusion: External pressures affect PE teachers’ emotional states and educational policies should address this issue.

The Validation of the German Basic Psychological Need Satisfaction and Frustration Scale in the Context of Mental Health

2018 ◽  
Vol 25 (4) ◽  
pp. 119-132 ◽  
Author(s):  
Andreas Heissel ◽  
Anou Pietrek ◽  
Barbara Flunger ◽  
Thomas Fydrich ◽  
Michael A. Rapp ◽  
...  
Keyword(s):  
Well Being ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
Future Research ◽  
Unique Contribution ◽  
Psychological Need ◽  
Need Frustration ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

Abstract. The primary aim of the current study was to examine the unique contribution of psychological need frustration and need satisfaction in the prediction of adults’ mental well-being and ill-being in a heterogeneous sample of adults ( N = 334; Mage = 43.33, SD = 32.26; 53% females). Prior to this, validity evidence was provided for the German version of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) based on Self-Determination Theory (SDT). The results of the validation analyses found the German BPNSFS to be a valid and reliable measurement. Further, structural equation modeling (SEM) showed that both need satisfaction and frustration yielded unique and opposing associations with well-being. Specifically, the dimension of psychological need frustration predicted adults’ ill-being. Future research should examine whether frustration of psychological needs is involved in the onset and maintenance of psychopathology (e.g., major depressive disorder).

scholarly journals Follower psychological need satisfaction as a mediator between leader and follower use of emotions and follower job performance

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sunu Widianto ◽  
Celeste P.M. Wilderom
Keyword(s):  
Job Performance ◽  
Health Care Professionals ◽  
Structural Equation ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
Mediation Effects ◽  
Content Type ◽  
Psychological Need ◽  
Psychological Need Satisfaction

Purpose The purpose of this paper is to test whether follower psychological need satisfaction, a key variable in the self-determination theory (SDT), mediates between both follower and leader use of emotions and follower job performance. Design/methodology/approach The authors surveyed health-care professionals who were employed by various organizations, and at the same time, were enrolled in a bachelor and part-time MSc program at an Indonesian university (N = 220). Structural equation modeling was used to test the two hypothesized mediation effects. Findings The results show that to get high follower job performance, both leaders and followers must be proficient in using their own emotions in constructive ways. Both significant associations were mediated by follower psychological need satisfaction. In addition, follower use of emotions was also directly related to follower job performance, indicating partial mediation. Originality/value By examining the emotional intelligence dimension “use of emotions” by both followers and their leaders, and by pointing to the importance of the constructive use of their emotions at work, the authors extend the SDT. Two probable affective mechanisms, which precede the job performance effects of satisfying followers’ psychological needs, were identified from the results.

scholarly journals Self-concept orientation and organizational identification: a mediated relationship

2018 ◽  
Vol 33 (4/5) ◽  
pp. 358-371 ◽  
Author(s):  
Chun Guo ◽  
Jane K. Miller ◽  
Melissa S. Woodard ◽  
Daniel J. Miller ◽  
Kirk D. Silvernail ◽  
...  
Keyword(s):  
Social Adjustment ◽  
Organizational Identification ◽  
Structural Equation ◽  
Psychological Needs ◽  
Self Concept ◽  
Equation Modeling ◽  
Self Presentation ◽  
Mediation Effects ◽  
Content Type ◽  
The Relationship

Purpose The purpose of this paper is to test a mediated model of the relationship between self-concept orientation (individualist and collectivist) and organizational identification (OrgID, Cooper and Thatcher, 2010), with proposed mediators including the need for organizational identification (nOID, Glynn, 1998) as well as self-presentation concerns of social adjustment (SA) and value expression (VE, Highhouse et al., 2007). Design/methodology/approach Data were collected from 509 participants in seven countries. Direct and mediation effects were tested using structural equation modeling (AMOS 25.0). Findings Individualist self-concept orientation was positively related to VE and collectivist self-concept orientation was positively related to nOID, VE and SA. VE mediated the relationship between both self-concept orientations and OrgID. In addition, nOID mediated the relationship for collectivist self-concept orientation. Practical implications This study identifies underlying psychological needs as mediators of the relationship of self-concept orientation to OrgID. Understanding these linkages enables employers to develop practices that resonate with the self-concept orientations and associated psychological needs of their employees, thereby enhancing OrgID. Originality/value This study provides a significant contribution to the OrgID literature by proposing and testing for relationships between self-concept orientations and OrgID as mediated by underlying psychological needs. The results provide support for the mediated model as well as many of Cooper and Thatcher’s (2010) theoretical propositions, with notable exceptions.

scholarly journals Experiential Marketing at the Bottom of the Pyramid

2020 ◽  
Vol 7 (2) ◽  
pp. 36-59
Author(s):  
Muhammad Zahid Maitlo ◽  
Rehman Gul Gilal ◽  
Irfan Ali Mirani
Keyword(s):  
Latent Variables ◽  
Structural Equation ◽  
Sampling Technique ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Bottom Of The Pyramid ◽  
Entertainment Education ◽  
Service Experience ◽  
Psychological Need

Marketing has drastically changed in the last two decades. It has been transformed from traditional to experiential science where organizations are constrained to adopt the strategical and experiential models to survive, grow, and lead in today’s cutting edge completion. In such a case, service experience has become a central point of exploration of how it could positively influence customer behavioral outcomes. In this study, the relationship between service experience and university passion surrounded by basic psychological need theory is explored in the context of education.  A non-probability e-convenience sampling technique was adopted and a total of 432 respondents contributed to this research by submitting their responses. The data were analyzed using the latest version of SmartPLS. The structural equation modeling was used to explore the hypothetical relationship between all latent variables i.e. service experience, esthetics, escapist, entertainment, education, basic psychological need, and university passion. The results of this study have revealed that consumers with extraordinary service experience are likely to be passionate keeping in view their basic psychological needs. Thus, university passion is directly linked with the service experience offered by the university.

scholarly journals Structural and Inter-individual Differentiation in Personality across the Adult Lifespan

2021 ◽  
Author(s):  
Gabriel Olaru ◽  
Kristin Jankowsky ◽  
Mathias Allemand
Keyword(s):  
Individual Differences ◽  
Big Five ◽  
Structural Equation ◽  
High Stability ◽  
Equation Modeling ◽  
Model Parameters ◽  
Cross Sectional ◽  
Psychological Constructs ◽  
Adult Lifespan ◽  
Individual Differentiation

The concept of differentiation describes increasing or decreasing similarities between inter-individual differences on psychological constructs, reflecting processes of specialization or adaptation. In this study, we studied age-differentiation in personality traits in 1) the association between trait domains, facets and nuances, 2) the correlations between trait domains, and 3) inter-individual differences at all trait levels. We used three large cross-sectional samples (Ns &gt; 3,000) covering 16 to 90 years of age, and broad measures of the Big Five, Five-Factor and HEXACO models. We examined age effects on the model parameters using local structural equation modeling. We found a high stability of facet rank-ordering within trait domains, suggesting relatively stable trait domain compositions across age. Age-associated differences in the facet loadings were unsystematic and differed in direction across the three measures used. Extraversion-Openness correlations increased across age for all three measures, whereas an increase in Extraversion-Agreeableness and decrease in absolute Neuroticism-Extraversion correlations only replicated across the five-dimensional models. Inter-individual differences in personality varied most at the item or nuance level. In summary, personality differentiation is particularly evident at the lowest level and some trait domain correlations, but studies into this topic need to account for the heterogeneity of personality taxonomies and measures.

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