Building more than knowledge: Teacher's support facilitates study-related well-being through intrinsic motivation. A longitudinal multi-group analysis

Pap, Zselyke; Vîrgă, Delia; Lupșa, Daria; Craşovan, Mariana

doi:10.1016/j.lindif.2021.102010

Cited by 24 publications

(12 citation statements)

References 60 publications

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“…In essence, vulnerability is viewed as an individual demand factor that amplifies the relationship between work environment exposure and health and well-being. Referring to the Conservation of Resources theory(Pap et al, 2021), vulnerability is assumed to be the individual resource, strengthening the relationship between organizational empowerment strategy and health and well-being and weakening the relationship between work environment exposure and health and well-being, to reveal the underlying mechanisms of health and well-being promotion. Therefore, the following hypotheses are proposed.…”

mentioning

confidence: 99%

Revealing the practical strategies for promoting Chinese migrant workers' health and well‐being: Organizational empowerment perspective

Zhou

Sun

Zhao

et al. 2022

Applied Psych Health & Well

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The health and well‐being of migrant workers struggling to make ends meet are being compromised, especially with the uncertainty of the COVID‐19 pandemic. The aim is to analyze how organizational empowerment promotes health and well‐being from an applied psychological perspective, taking into account the shaping role of individual vulnerability. Links between theory and practice will be established to achieve equitable health and well‐being. The underlying mechanism by which organizational empowerment mitigated workplace‐induced adverse outcomes was validated in the analysis of construction workers (n = 966). In addition, individual characteristics, namely, excitability, low perceptual threshold, control, and knowledge, attitude, and practice, were identified as critical factors, as well‐being consequences vary from person to person. Moderating effect analysis showed that high excitability enhanced the association between work environment exposure and health and well‐being. Control and knowledge, attitude, and practice have opposite effects. Moreover, the dual effects of the low perception threshold are verified, that is, facing the work environment produces more negative consequences, whereas perceiving more resources stimulates more positive consequences. Overall, the research provides a clearer dialectical view of vulnerability, contributing wisdom toward accurate management based on empowerment theory, which lays a solid foundation for bridging gaps in health and well‐being.

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mentioning

confidence: 99%

Revealing the practical strategies for promoting Chinese migrant workers' health and well‐being: Organizational empowerment perspective

Zhou

Sun

Zhao

et al. 2022

Applied Psych Health & Well

View full text Add to dashboard Cite

show abstract

“…Instead, it appears that the motivational decline associated with the COVID-19 pandemic is real, can be observed nearly 1 year into the pandemic, and is specific to autonomous motives. Although these changes were relatively small, prior research indicates that even small changes in autonomous regulation types can have important implications for outcomes (Howard et al, 2021;Pap et al, 2021).…”

Section: Discussionmentioning

confidence: 95%

Comparing College Students’ Motivation Trajectories Before and During COVID-19: A Self-Determination Theory Approach

2022

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College students’ retrospective reports commonly indicate motivational declines associated with the COVID-19 pandemic. Using Self-Determination Theory, the present study provided a more nuanced examination of the pandemic’s motivational effect by measuring actual change in six distinct types of motivation. We compared motivation trajectories from the first to the fourth year of college for two cohorts of students, with the fourth-year measurement taken prior to the pandemic in one cohort (n = 206) but during the pandemic in the other (n = 270). Compared to the pre-pandemic cohort, the COVID cohort showed sharper declines in identified and intrinsic motivation but no differences in controlled motivation or amotivation. Motivational declines associated with the COVID-19 pandemic appeared to be both real and specific to autonomous motives.

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“…As the main contact object of left-behind children, school teachers can replace their parents’ responsibilities to a certain extent. Teachers’ support and encouragement to children in learning can help children form good learning habits and maintain good learning attitudes in the learning process, thus promoting the development of achievement motivation of left-behind children ( Lee and Simpkins, 2021 ; Pap et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…By adding a moderating variable (i.e., teacher support), the study built a moderated mediation model to investigate how the interplay between school climate and teacher support affects the development of left-behind children. Research ( Quin et al, 2018 ; Pap et al, 2021 ) shows that teachers can increase students’ learning engagement and motivation through supportive behaviors and improve their academic performance. In addition, the mentoring role of teachers can contribute to the development of children’s academic achievement ( Trigueros et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

School climate and left-behind children’s achievement motivation: The mediating role of learning adaptability and the moderating role of teacher support

et al. 2023

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School climate has been reported to have an important impact on children’s achievement motivation, but the mechanism for the impact of school climate on left-behind children has not been fully explored. The purpose of this study is to investigate the roles of left-behind children’s learning adaptability and teacher support in mediating and moderating the relationship between school climate and achievement motivation. In this study, 1,417 left-behind children were surveyed. The results showed that: (1) after controlling for gender and age, the school climate still had a positive effect on the achievement motivation of left-behind children (c′ = 0.177, p < 0.001). (2) School climate perceived by left-behind children directly predicted their achievement motivation, and indirectly through their learning adaptability (a1 = 0.338, p < 0.001; b = 0.341, p < 0.001). In other words, left-behind children’s learning adaptability may play an intermediary role between school climate and achievement motivation. (3) The indirect effect of school climate on achievement motivation through learning adaptability was moderated by teacher support (a2 = 0.153, p < 0.001), and this indirect effect was more significant for left-behind children who perceived high teacher support. The research reveals the importance of school climate and teacher support to the growth and development of left-behind children, thus holding theoretical significance for improving the achievement motivation of left-behind children.

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Building more than knowledge: Teacher's support facilitates study-related well-being through intrinsic motivation. A longitudinal multi-group analysis

Cited by 24 publications

References 60 publications

Revealing the practical strategies for promoting Chinese migrant workers' health and well‐being: Organizational empowerment perspective

Revealing the practical strategies for promoting Chinese migrant workers' health and well‐being: Organizational empowerment perspective

Comparing College Students’ Motivation Trajectories Before and During COVID-19: A Self-Determination Theory Approach

School climate and left-behind children’s achievement motivation: The mediating role of learning adaptability and the moderating role of teacher support

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