Examining the relationship between motivation, stress, and satisfaction among graduate students

Yoo, Hyeon Jean; Marshall, David T.

doi:10.1080/0309877x.2021.1962518

Cited by 23 publications

(20 citation statements)

References 68 publications

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“…According to the current research findings, amotivation negatively affects life satisfaction both directly and indirectly through digital addiction. Therefore, it can be said that the present study is partially consistent with the studies of Yoo and Marshall (2022).…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 92%

“…This result is in line with the study of Salinas-Jiménez et al (2010). In a single study in which the structural equation model was used (Yoo & Marshall, 2022), different results were obtained from the findings of this study. In the study examining the effect of academic motivation (intrinsic, extrinsic and amotivation) on life satisfaction through stress and school satisfaction, it was concluded that intrinsic/extrinsic motivation did not have a significant effect on life satisfaction directly or indirectly through stress and school satisfaction.…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 83%

“…As a result of the research, it has been determined that there is a positive and significant relationship between both intrinsic and extrinsic motivation and life satisfaction, and problem-solving skills play a partial mediation role in this relationship. In a study in which structural equation modeling was used (Yoo & Marshall, 2022), different results were obtained from other studies. In the study examining the effect of academic motivation (intrinsic, extrinsic and amotivation) on life satisfaction through stress and school satisfaction, it was concluded that intrinsic/extrinsic motivation did not have a significant effect on life satisfaction directly or indirectly through stress and school satisfaction.…”

Section: Introductionmentioning

confidence: 98%

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Mediating Effect of Digital Addiction on The Relationship Between Academic Motivation and Life Satisfaction in University Students

ATASEVER

Çelik

EROĞLU

2023

Participatory Educational Research

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In this study, the mediating role of digital addiction in the relationship between academic motivation and life satisfaction was examined. The present study was quantitative in nature and correlational design was used. The data were collected through Google Forms. 191 university students selected by convenience sampling method participated in the study. Personal Information Form, Academic Motivation Scale, Digital Addiction Scale and Life Satisfaction Scale were used to collect data. Statistical analyses were carried out in two stages. First, the means, standard deviations, skewness and kurtosis coefficients of the variables and correlation coefficients between the variables were calculated. In the second stage, it was examined whether digital addiction plays a mediating role in the relationship between academic motivation and life satisfaction. The PROCESS macro model 4 was used to examine this role. In the analyses made to examine the mediation of digital addiction, 5000 resampling options were preferred with the bootstrap technique. The study has revealed that there is a positive direct and significant relationship between the intrinsic and extrinsic motivation sub-dimensions of academic motivation and life satisfaction, and a negative direct relationship between amotivation sub-dimension and life satisfaction. In addition, there is a negative direct relationship between intrinsic and extrinsic motivation and digital addiction, and a positive direct relationship exists between amotivation and digital addiction. In addition to these results, the study also revealed that digital addiction negatively predicted life satisfaction. These results suggest that digital addiction has a partial mediation effect on the relationship between academic motivation and life satisfaction. Findings were discussed based on the literature and recommendations were made accordingly.

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Section: Discussion Conclusion and Recommendationssupporting

confidence: 92%

Section: Discussion Conclusion and Recommendationssupporting

confidence: 83%

Section: Introductionmentioning

confidence: 98%

See 1 more Smart Citation

Mediating Effect of Digital Addiction on The Relationship Between Academic Motivation and Life Satisfaction in University Students

ATASEVER

Çelik

EROĞLU

2023

Participatory Educational Research

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“…Therefore, mitigating this issue could enhance the students' satisfaction with e-learning. The student's motivation has been considered as an important factor affecting students learning outcomes (Brooker et al, 2018;Hsu et al, 2019) and their satisfaction (Yoo & Marshall, 2021). Online learning motivation was also associated with students' engagement and success in online learning (Keskin & Yurdugül, 2020).…”

Section: Backg Rou N Dmentioning

confidence: 99%

The mediating role of E‐learning motivation on the relationship between technology access and satisfaction with E‐learning

Innab

Alqahtani

2022

Nursing Open

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The COVID-19 has disrupted the education system in many countries (Pal et al., 2021). One major strategy to support the continuity of education while keeping students safe was to initiate the electronic learning (e-learning). E-learning has been used across several countries for social distancing and increases general satisfaction with education during COVID-19 (Alqahtani et al., 2021).Although many organizations have used this method for decades, it became necessary when countries such as Saudi Arabia imposed a mandatory curfew (Yezli & Khan, 2020). To improve education services, the ministry of education in Saudi Arabia promoted a sudden transition to online learning platforms. Such a step provides important experiences to move towards anchoring this modality in education in the future.E-learning has an active role in delivering useful information to all segments of society. This strategy also provides access to information in remote areas that lack adequate educational resources and contributes to saving users' time and increasing productivity (Apuke & Iyendo, 2018; Institute of Medicine, 2011). In Saudi Arabia, improvements are needed to create an effective virtual environment for e-learning. Therefore, a national plan was developed with a focus on improving the education environment, enhancing teaching methods and stimulating creativity and innovation (Saudi Arabia Vision 2030. The rapid increase in digital environments can support students' satisfaction levels in their different specialities. In nursing,

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“…Those involved in the practice of doctoral education can foster autonomous motivation through creating environments that nurture the three innate needs and enable students to feel self-directed and in control of their actions, capable and valued in their work and supported by and connected with those around them. SDT has been used to examine a wide range of issues within doctoral education, including supervisory practices (Devos et al , 2015; Kumar and Kaur, 2019), student well-being (Hannah and Takarangi, 2019), persistence (De Clercq et al , 2021; Litalien and Guay, 2015), burnout (Kusurkar et al , 2021; Shin et al , 2022) and satisfaction (Yoo and Marshall, 2021). While these studies demonstrate the utility of SDT in understanding doctoral student experiences, no known studies to date have applied the theory to part-time PhD students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring motivation and satisfaction in part-time PhD students

Turner

2023

SGPE

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Purpose This study aims to explore the motivation and satisfaction of part-time PhD students in the USA through the lens of self-determination theory (SDT). Design/methodology/approach Following an explanatory sequential mixed methods design, data sources consisted of a survey (N = 100) and focus groups (N = 20) of part-time PhD students. Findings Findings suggest that part-time PhD students achieve greater satisfaction when they are autonomously motivated. Part-time PhD student satisfaction may be increased through shifting motivation from an external to an internal locus of control, such as when doctoral work is framed within the context of solving practice-based problems. Facilitating this change requires those involved in the practice of research doctoral education to work toward satisfying students’ innate needs of autonomy, competence and relatedness with others, yet many part-time PhD students describe experiences within their doctoral education that do not meet these needs. Implications for research and practice are presented. Originality/value This paper tests the applicability of SDT, a widely used theory in doctoral studies, to part-time PhD students, an understudied student population in the USA.

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Examining the relationship between motivation, stress, and satisfaction among graduate students

Cited by 23 publications

References 68 publications

Mediating Effect of Digital Addiction on The Relationship Between Academic Motivation and Life Satisfaction in University Students

Mediating Effect of Digital Addiction on The Relationship Between Academic Motivation and Life Satisfaction in University Students

The mediating role of E‐learning motivation on the relationship between technology access and satisfaction with E‐learning

Exploring motivation and satisfaction in part-time PhD students

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