Effects of Self-Control on Subjective Well-Being: Examining the Moderating Role of Trait and State Motivation

It is well documented that self-control has a positive effect on individuals’ subjective well-being. However, little research has focused on the moderators underlying this relationship. The present research used two studies to examine the moderating role of both trait and state motivation on the relationship between self-control and subjective well-being using psychometric and experimental models, respectively. In Study 1, we explored whether trait motivation (including promotion vs. prevention motivation) moderated the relationship between trait self-control and subjective well-being using a psychometric model. In Study 2, we examined the moderating effects of both trait and state motivation on the effect of state self-control (measured via ego depletion) on subjective well-being using an experimental model. Our results indicated that self-control had a positive effect on subjective well-being, with this relationship being primarily moderated by prevention motivation. When state and trait prevention motivations were congruent, self-control had the most obvious impact on subjective well-being. This study suggests that current understandings around the association between self-control and happiness is limited, implying that motivation should be the focus of future research.

Are hedonia and eudaimonia higher on vacation than at home? Initial empirical evidence and a toolbox for future research

Vacations are assumed to be characterised by enjoyment. More specifically, the level of enjoyment on vacation is assumed to be substantially higher than that of a normal day at home. Yet, this assumption has never been empirically tested. This study provides initial empirical evidence for the fact that all enjoyment-related constructs at the core of positive psychology (hedonic trait and state motivation/orientation and experience, and eudaimonic trait and state motivation/orientation and experience) are significantly higher on vacation than in the normal, everyday home context. To arrive at these empirical findings, the study also introduces to tourism research a conceptual framework that unambiguously defines the most commonly used eudaimonic and hedonic constructs and develops and empirically assesses appropriate single-item measures.

Pengaruh Gaya Kepemimpinan Transformasional Kepala Sekolah dan Motivasi Kerja Terhadap Disiplin Kerja Guru Madrasah Aliyah Negeri di Wilayah Jakarta Selatan

This research aims to recognize the influence of the transformational school principal style leadership and working’s motivation to the teachers’ of senior Islamic high school state in the South Jakarta which consists of 143 people. Because of the large samples which consist of 105 people, the writer uses Slovin formula in this research and the way of data taken is based on school unit proportionally. The research variable includes the transformational school principal style leadership (X1), Working’s motivation (X2) and the discipline of teachers’ dedication (X3). Then the writer uses questionnaire to get the data. This research hypothesis is (1) there is a direct influence, the transformational school principal style leadership to the discipline of teachers’ dedication, (2) there is a direct influence between working’s motivation and the discipline of teachers’ dedication, (3) there is direct influence between the transformational school principal style leadership and working’s motivation. The each hypothesis 1,2,3 are tested by simple regression and partial correlation. However, the writer uses the analysis for the next. The writer uses the survey as his method with the data analysis inferentially. The research result which is found is the first research result concludes that there is a positive influence between the transformational school principal style leadership (X1) and the discipline of teachers’ dedication (X3), with the coefficient iv correlation is 0.639 , on α = 0.05, and the determination coefficient is 0.408. It shows that 40.8 % of the discipline of teachers’ dedication is strengthened by the transformational school principal style leadership with coefficient channel 0.344 and correlation is 0.639. The result of second hypothesis concludes that there is a positive influence between working motivation (X2) and the discipline of teachers’ dedication (X3) with the coefficient correlation is 0.529 on α = 0.05, the determination coefficient is 0.279. it shows that 27.9 % is strengthened by the working’s motivation with coefficient channel 0.529 and the correlation is 0.529. the result of third hypothesis concludes that there is a positive influence between independent variable of the transformational school principal style leadership (X1) and working’s motivation (X3) with the coefficient correlation is 0.656 the determination coefficient is 0.430. it shows that 43.0 % of the discipline of teachers’ dedication is strengthened by the transformational school principal style leadership and the working teachers’ motivation with coefficient channel is 0.656 and the correlation is 0.185. This research recommends all the school principals to improve the transformational style leadership ability in order to do their policies and to improve the teachers of Islamic senior high school state ’ motivation in the south Jakarta in order to create the good and discipline work

Fostering EFL/ESL Students' State Motivation: The Role of Teacher-Student Rapport

It is maintained that one of the significant determining issues of success is motivation, and enhancing EFL/ESL students' motivation is dominant in cultivating their learning in the classroom. Moreover, teachers are reflected as the most noteworthy figure of any scholastic organization and the positive rapport between students and teachers is significant for learners' state motivation. In line with the investigations of teacher-student rapport, principles from positive psychology (PP), and motivational theories such as self-determination and rhetorical/relational goal theory, the present theoretical review seeks this type of relationship and its effects on learners' motivation. Student-teacher rapport results in progressive practices for learners, as well as superior classroom involvement, and motivation. Subsequently, the helpfulness of findings for teachers, learners, materials developers, and teacher trainers are conferred.

ASSESSMENT OF THE PSYCHOLOGICAL PREPARATION OF THE NATIONAL TEAM OF THE FEDERAL PENITENTIARY SERVICE BEFORE THE WORLD CUP

В XXI в. проблема подготовки спортсменов к соревнованиям выходит на новый уровень. Если раньше внимание уделялось только физическому аспекту, то сегодня учитывается и психологическое состояние спортсмена. Тревожность, эмоциональное состояние, мотивация, предстартовый мандраж, «олимпийское спокойствие», состояние потока - это термины, которые используют при работе со спортсменами, и спортивный психолог важен так же, как тренер или врач. Совместная продуктивная работа этих специалистов - залог успешного выступления на соревнованиях. Сбой работы одного ставит под угрозу всю подготовку в целом. Так, психологические барьеры, которые спортсмен не в состоянии преодолеть самостоятельно, ведут к ухудшению результатов, а иногда и к психологическим травмам. Нередко восстановление психического здоровья спортсмена занимает даже больше времени, чем физического. К сожалению, некоторые тренеры и сами атлеты не уделяют должного внимания психологической составляющей тренировочного процесса, особенно в России. В статье сделана попытка рассмотреть уровень психологической подготовки спортсменов сборной команды ФСИН России в период проведения учебно-тренировочных сборов перед чемпионатом мира и доказать, что эмоциональное состояние также важно, как и физическая подготовка. In the twenty-first century, the problem of preparing athletes for competitions is reaching a new level. If earlier attention was paid only to the physical aspect, today, the psychological state of the athlete becomes on a par with the prepared body. Anxiety, emotional state, motivation, pre-start jitters, Olympic calm, state of flow - these are terms that are used when working with athletes, and a sports psychologist is as important as a coach or doctor. All these three components together are the key to successful performance in competitions. The failure of one puts the entire training at risk. Very often this happens because of problems in the head. Psychological barriers that the athlete is not able to overcome on their own lead to poor results, and sometimes to psychological injuries. The recovery of an athlete's mental health may take even longer than the physical one. Unfortunately, some coaches and athletes themselves do not pay enough attention to sports psychology, especially in Russia. The article attempts to examine the level of psychological preparation of athletes of the Russian Federal penitentiary service team during the training camp before the world Cup and prove that emotional state is as important as physical training.

Sport Knowledge: The Effects of Division I Coach Communication on Student-Athlete Learning Indicators

Sporting environments are informal contexts of learning that are dependent upon coaches’ use of effective instructional communication strategies. Coaches’ use of power while communicating instruction to athletes is especially germane, as coaches must appropriately use relational influence to inspire optimal athletic performance. Using French and Raven’s power bases (i.e., expert, referent, reward, legitimate, and coercive power), this study considers Division I student-athletes’ reports of affective learning for their sport and coaches, cognitive learning, state motivation, and team winning percentages as a function of their coaches’ use of power. Data collected from 170 student-athletes participating in team sports at Power 5 institutions revealed two significant canonical correlation roots. The first demonstrated that the increased use of prosocial power and avoidance of antisocial power were associated with greater amounts of affective learning for coaches, cognitive learning, and state motivation. The second revealed that expert power was associated with increases in cognitive learning and winning. This research has heuristic implications for expanding the assessment of athlete experience, as well as practical implications regarding the identification of effective modes of relational influence in coaching.

THE IMAGE OF AN UKRAINIAN LECTURER AT THE TURN OF THE 20TH – 21ST CENTURIES: EXPERIENCE HISTORICAL OF THE BEGINNING OF THE TRANSFORMATION OF THE EDUCATIONAL SYSTEM

The article unveils the teaching penalty against the background of the transformation of the higher education system of Ukraine at the end of the twentieth century - at the beginning of the twenty-first century, an attempt is made to present a holistic view of it from the point of view of the emotional and psychological state, motivation, and assessment of its consciousness. Information is also provided on external factors that have a direct impact on the effectiveness of the teaching environment. Its general quantitative and qualitative characteristics are also provided. It is concluded that the image of the Ukrainian teacher in the indicated period was determined by the state characteristic of a transitional society with the inertia of the manifestations of post-Soviet consciousness. This, in turn, determined their value series and motivation, which still often gravitated to the paradigm of the past. It turned out to be a permanent support group for the transformation of the higher education system - young teachers as natural carriers of innovation.

The Association of Motivation with Mind Wandering in Trait and State Levels

Mind wandering is a phenomenon in which attention drifts away from a given task towards task-unrelated thoughts. Recent studies have demonstrated that mind wandering occurs during tasks in which participants are demotivated. However, motivation ranges on a continuum from trait to state. We examined the association between trait/state motivation and trait/state mind wandering. We used common questionnaires and an experience sampling method through a sustained attention response task for measuring those indices. Through correlation analyses, we demonstrated an association between motivation and mind wandering within the same dimension (trait and state, respectively) but found no association across dimensions. Our results indicate that motivation in personality affects the occurrence of daily mind wandering, but not state mind wandering, which is affected by state motivation. Although the relationship between motivation and mind wandering is substantial, mind wandering at the state-level might be a more phasic phenomenon than expected, driven by a range of factors such as state motivation.