Academic Motivation and Psychological Needs as Predictors of Suicidal Risk

Lee, Jerin; Chang, Edward C.; Lucas, Abigael G.; Hirsch, Jameson K.

doi:10.1002/jocc.12123

Cited by 12 publications

(8 citation statements)

References 41 publications

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“…In our study, baseline attainment value negatively predicted later depressive symptoms among elementary school students; this was consistent with previous cross-sectional research showing that higher levels of achievement task values correlated with lower internalizing distress (Roeser et al, 2002) and longitudinal research showing that autonomous motivation helped to prevent the occurrence of psychological distress (Lee et al, 2019; Ryan & Deci, 2017). Students who believe that academic success is meaningful exhibit greater psychological well-being, helping them overcome potential difficulties and alleviating the risk of poor mental health (Bolier et al, 2013).…”

Section: Discussionsupporting

confidence: 91%

“…Among the four regulatory styles, internalized regulation and identified regulation reflect different degrees of an autonomous or self-determined form of extrinsic motivation, which would be expected to associate positively with psychological well-being and associate negatively with ill-being (Ryan & Deci, 2017). Negative relations between identified and integrated motivation and depressive symptoms have indeed been supported in college students (Lee et al, 2019). Accordingly, achievement task value profiles are expected to relate to Chinese elementary school students’ depressive symptoms.…”

Section: Relations Between Achievement Task Valuesmentioning

confidence: 97%

“…This inconsistency may be related to the cross-sectional designs and small samples used in some previous studies (e.g., N = 97; Roeser et al, 2002). Furthermore, prior studies have all been based on samples of high school students or university students (Dever, 2016; Lee et al, 2019). However, according to Wigfield (1994), task value components have been differentiated in middle childhood.…”

Section: Relations Between Achievement Task Valuesmentioning

confidence: 99%

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Relations between achievement task values and academic achievement and depressive symptoms in Chinese elementary school students: Variable-centered and person-centered perspectives.

Li¹,

Tian²

2021

School Psychology

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Section: Discussionsupporting

confidence: 91%

Section: Relations Between Achievement Task Valuesmentioning

confidence: 97%

Section: Relations Between Achievement Task Valuesmentioning

confidence: 99%

See 1 more Smart Citation

Relations between achievement task values and academic achievement and depressive symptoms in Chinese elementary school students: Variable-centered and person-centered perspectives.

Li¹,

Tian²

2021

School Psychology

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“…Motivation plays a very important role in explaining the cause of behavior, predicting the effects of tasks, and guiding the behavior to achieve the goal (Ålgars et al, 2015). Individuals with intrinsic motivation will organize from within and do not allow others and external factors to influence their performance (Lee et al, 2019). Appropriate selection of breast cancer screening-related measures and activities is possible by identifying women's motivations and removing barriers.…”

Section: Motivational Factors For Breast Cancer Screening Behaviors Imentioning

confidence: 99%

Motivational Factors for Breast Cancer Screening Behaviors in Iranian Women: A Qualitative Study

Shahnazi

Amirzadeh

Shahrbabaki

2020

Asian Pac J Cancer Prev

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Breast is considered as a common site for potentially fatal malignancies in women (Malani, 2012). Millions new cases and more than 450,000 deaths occur from breast cancer worldwide per year (Warner, 2011). Early diagnosis of breast cancer is very important timely diagnosis and appropriate treatment increase the chance of recovery and life expectancy (Khanjani et al., 2012). In current medical science, screening is the primary tool for early diagnosis and timely treatment of breast cancer in early stages (Enjezab et al., 2004). Breast self-examination and clinical examination are accessible, inexpensive, non-invasive method learned and practiced by the individual (Safizadeh et al., 2018). A study showed that cancer-related mortality rates were about 20.5 percent lower in women who were regularly examined by a physician than those who were not examined (Abedian et al., 2006).Mammography is one of the effective methods for detecting breast cancer in asymptomatic women and is complementary to the clinical examination of the patient (Burkman, 2012). Prospective studies have shown a 40% reduction for the second, third and fourth cancer stages with a 30% survival increase in the population screened with mammography (Mohammadifard et al., 2019). Mammography is more accurate than clinical examination

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“…Academic motivation refers to a set of motives associated with distinct achievement goals and includes both intrinsic and extrinsic motivation [ 67 , 68 , 111 ]. It is demonstrated to be an important element in both traditional and online learning environments when the positive relationship of students’ grades with academic motivation was investigated [ 49 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating online meta-cognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom

Tsai

Lee

Cheng

et al. 2022

Univ Access Inf Soc

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With the development of technology and demand for online courses, there have been considerable quantities of online, blended, or flipped courses designed and provided. However, in the technology-enhanced learning environments, which are also full of social networking websites, shopping websites, and free online games, it is challenging to focus students’ attention and help them achieve satisfactory learning performance. In addition, the instruction of programming courses constantly challenges both teachers and students, particularly in online learning environments. To overcome and solve these problems and to facilitate students’ learning, the researchers in this study integrated two teaching approaches, using meta-cognitive learning strategy (MCLS) and team regulation (TR), to develop students’ regular learning habits and further contribute to their programming skills, academic motivation, and refusal self-efficacy of Internet use, in a cloud classroom. In this research, a quasi-experiment was conducted to investigate the effects of MCLS and TR adopting the experimental design of a 2 (MCLS vs. non-MCLS) × 2 (TR vs. non-TR) factorial pre-test/post-test. In this research, the participants consisted of four classes of university students from non-information or computer departments enrolled in programming design, a required course. The experimental groups comprised three of the classes, labelled as G1, G2, and G3. G1 concurrently received both the online MCLS and TR intervention, while G2 only received the online MCLS intervention, and G3 only received the online TR intervention. Serving as the control group, the fourth class (G4) received traditional teaching. This study investigated the effects of MCLS, TR, and their combination, on improving students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in an online computing course. According to the results, students who received online TR significantly enhanced their programming design skills and their refusal self-efficacy of Internet use a cloud classroom. However, the expected effects of MCLS on developing students’ programming skills, academic motivation, and refusal self-efficacy of Internet use were not found in this study. The teaching strategy of integrating MCLS and TR in an online programming course in this study can serve as a reference for educators when conducting online, blended, or flipped courses during the COVID-19 pandemic.

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Academic Motivation and Psychological Needs as Predictors of Suicidal Risk

Cited by 12 publications

References 41 publications

Relations between achievement task values and academic achievement and depressive symptoms in Chinese elementary school students: Variable-centered and person-centered perspectives.

Relations between achievement task values and academic achievement and depressive symptoms in Chinese elementary school students: Variable-centered and person-centered perspectives.

Motivational Factors for Breast Cancer Screening Behaviors in Iranian Women: A Qualitative Study

Integrating online meta-cognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom

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