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Moll-Khosrawi P, Küllmei J, Chindris V, Ganzhorn A, Haus JM, Zöllner C, Schulte-Uentrop L. Medical student´s motivational changes during the COVID-19 university lockdown: a mixed-method study. BMC MEDICAL EDUCATION 2024; 24:226. [PMID: 38438991 PMCID: PMC10913361 DOI: 10.1186/s12909-024-05204-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 02/21/2024] [Indexed: 03/06/2024]
Abstract
BACKGROUND During the crucial stage of the COVID-19 pandemic, face-to-face undergraduate medical education was disrupted and replaced with online teaching activities. Based on its emphasized impact on several outcomes, a deeper insight into the pandemic related effects on medical students´ motivation is aspirational. Therefore, this study aimed to assess the motivational changes that took place during the pandemic in medical students and explored, how motivation of medical students is influenced. METHODS Using a mixed method inter-cohort study design, 4th year medical students´ motivation, assessed pre- and post-pandemic were compared. In subsequent qualitative analyses underlying variables that may have contributed to both- medical students´ motivation and pandemic related changes were identified. These variables were then systematically explored- both individually and in combination. In a final step, the results were embedded within the Self-Determination Theory. RESULTS Students who were affected by the university lockdown reported significantly higher levels of less self-determined motivation and amotivation. The qualitative analysis identified determinants that influence medical students´ motivation. The common core of these determinants is lacking social interaction and support, with a great emphasis on the interaction with the lecturer and patients. CONCLUSION This study emphasizes the crucial role of medical educators, patient contact, social interactions and personal support on students´ motivation. Students need to be strengthened in their beliefs about their abilities, the value of their task at hand and receive encouragement in their efforts. All this will result in an increased identification with the task and less detrimental outcomes.
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Affiliation(s)
- Parisa Moll-Khosrawi
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany.
| | - Josephine Küllmei
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Viorel Chindris
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Alexander Ganzhorn
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Jan Marcus Haus
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Christian Zöllner
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Leonie Schulte-Uentrop
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
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Martín Quintana JC, Alemán Ramos PF, Morales Almeida P. The Influence of Perceived Security in Childhood on Adult Self-Concept: The Mediating Role of Resilience and Self-Esteem. Healthcare (Basel) 2023; 11:2435. [PMID: 37685469 PMCID: PMC10487025 DOI: 10.3390/healthcare11172435] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2023] [Revised: 08/26/2023] [Accepted: 08/28/2023] [Indexed: 09/10/2023] Open
Abstract
Secure attachment, developed through consistent relationships with attachment figures in childhood, is a crucial factor in fostering healthy interpersonal relationships and a positive self-perception. Part of the positive parenting approach and the theory of affect is taken as a basis to assess how perceived security, as an indicator of secure attachment, predicts adult self-concept through the mediating effects of resilience and positive self-esteem. A quantitative, cross-sectional, and nonprobabilistic study was conducted with 383 participants. We unveiled significant positive associations between perceived security, self-concept, resilience, and positive self-esteem. Path analysis demonstrated that resilience and positive self-esteem sequentially mediate the relationship between perceived security during childhood and adult self-concept. Findings suggest that the ability to cope with adversity and personal acceptance underlie the impact of perceived security on self-concept. It is recommended to promote family intervention programs framed within positive parenting that focus on fostering secure attachment given its influence on adult life. It is also deemed essential to incorporate the promotion of resilience and self-esteem into programs aimed at youths, and adult role models can enhance their self-perception and resilience in the face of potential effects stemming from insecure parenting practices.
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Affiliation(s)
| | - Pedro Francisco Alemán Ramos
- Department of Psychology, Sociology and Social Work, Universidad de Las Palmas de Gran Canaria, 35001 Las Palmas, Spain;
| | - Paula Morales Almeida
- Department of Psychology, Sociology and Social Work, Universidad de Las Palmas de Gran Canaria, 35001 Las Palmas, Spain;
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Robillard CL, Turner BJ, Helps CE. Testing a diathesis-stress model during the transition to university: Associations between self-criticism, stress, and internalizing problems. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:1834-1844. [PMID: 34314640 DOI: 10.1080/07448481.2021.1947837] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Revised: 06/08/2021] [Accepted: 06/20/2021] [Indexed: 06/13/2023]
Abstract
ObjectiveTo test a diathesis-stress model whereby self-criticism interacts with monthly perceived stress to predict same-month or next-month internalizing problems, including depression, anxiety, nonsuicidal self-injury (NSSI), and suicidal ideation, in students transitioning to university. Participants: 704 students (73% female, Mage = 17.97) were recruited during their first month of university in 2017 and 2018. Methods: Students completed surveys assessing self-criticism, perceived stress, and internalizing problems from September to April. Results: Self-criticism predicted higher depression and anxiety, as well as odds of NSSI and suicidal ideation, in students' first month on campus. Consistent with a diathesis-stress model, self-criticism strengthened the associations between stress and same-month depression and anxiety. Conclusions: Self-critical students are at elevated risk of internalizing problems during the transition to university, particularly when they feel more stressed than usual. These findings elucidate which students should be targeted in interventions and when interventions should be delivered to curtail internalizing problems.
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Affiliation(s)
- Christina L Robillard
- Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
| | - Brianna J Turner
- Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
| | - Carolyn E Helps
- Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
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Shulman S, Stein J, Melamed O, Muchaeli Y, Hakhmigari-Kalfon M. The Role of Personality Risk and Protective Factors in Living with Covid-19: A Longitudinal Study. JOURNAL OF ADULT DEVELOPMENT 2023; 30:1-12. [PMID: 36789170 PMCID: PMC9911333 DOI: 10.1007/s10804-023-09439-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/05/2023] [Indexed: 02/12/2023]
Abstract
Earlier research has shown the significant role of personality in serving as risk or protective factors in psychological wellbeing. However, it is less clear the extent to which personality plays in coping with the Covid-19 pandemic. The aim of the current study was to examine the role of a personality risk factors such as self-criticism, and personality strengths such as efficacy and intrinsic motivation representing resilience in predicting psychological outcomes in response to the Covid-19 pandemic. As part of a broader longitudinal study, personality measures were assessed at ages 23 and 29, and Covid-19-related outcomes were measured at age 41 on a subsample of 83 Israeli participants, who were approached after the first lockdown that was implemented (April 2020). Findings showed that self-criticism measured at age 23 anticipated greater Covid-19-related distress and lower satisfaction at age 41. Decrease in self-criticism from age 23 to 29, which indicates developmental progress toward maturity, explained lower non-adaptive emotional reactions at age 41- lower distress and lower anxiety. In addition, a higher level of intrinsic motivation at age 29 explained a greater likelihood to expect post pandemic growth. Findings highlight the role of personality in addressing unexpected stressful events such as the current Covid-19 pandemic.
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Affiliation(s)
- Shmuel Shulman
- Department of Psychology, Bar Ilan University, Ramat Gan, Israel
- College of Management, Rishon Le’Zion, Israel
| | - Jacob Stein
- College of Management, Rishon Le’Zion, Israel
| | - Osnat Melamed
- Centre of Mental Health and Addiction, Toronto, Canada
| | - Yossi Muchaeli
- Department of Psychology, Bar Ilan University, Ramat Gan, Israel
- College of Academic Studies, Ramat Gan, Israel
| | - Maor Hakhmigari-Kalfon
- Department of Psychology, Bar Ilan University, Ramat Gan, Israel
- Tel Aviv Yaffo Academic College, Tel Aviv-Yafo, Israel
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Powers TA, Moore E, Levine S, Holding A, Zuroff DC, Koestner R. Autonomy support buffers the impact of self-criticism on depression. PERSONALITY AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.paid.2022.111876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Ramos M, De Sixte R, Jáñez Á, Rosales J. Academic motivation at early ages: Spanish validation of the Elementary School Motivation Scale (ESMS-E). Front Psychol 2022; 13:980434. [PMID: 36570986 PMCID: PMC9769706 DOI: 10.3389/fpsyg.2022.980434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Accepted: 10/10/2022] [Indexed: 12/12/2022] Open
Abstract
The Elementary School Motivation Scale (ESMS) is the only validated and adapted instrument to assess motivation in early ages and in specific domains using the Self-Determination Theory. The present study aims to validate the ESMS in Spanish population (ESMS-E). To this end, 1,190 students from the first half of Elementary education (6-10 years old) filled in the ESMS-E. To translate the instrument the back translation method was used. Internal consistency was assessed through composite reliability (CR), correlations among the dimensions and Confirmatory Factor Analysis (CFA) were used to analyze the theoretical structure proposed by the original instrument. Results showed optimal internal consistency in the different dimensions (CR = 0.701-0.901) and showed a great fit for the model (RMSEA = 0.064, CFI = 0.929, TLI = 0.913), confirming the original model with nine dimensions and the self-determination continuum. The ESMS-E is valid and reliable in the Spanish version. This validation offers a tool for researchers interested in exploring the motives that drive students in early stages in relation to specific learning domains (i.e., reading, writing and mathematics).
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Lasalle M, Hess U. A motivational approach to perfectionism and striving for excellence: Development of a new continuum-based scale for post-secondary students. Front Psychol 2022; 13:1022462. [DOI: 10.3389/fpsyg.2022.1022462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Accepted: 10/18/2022] [Indexed: 11/11/2022] Open
Abstract
Perfectionism has been the object of many disputes. One such debate pertains to the nature of perfectionistic strivings. Whereas perfectionistic concerns (PC) have been shown to correlate with negative outcomes, perfectionistic strivings (PS) have been associated with mixed outcomes. This view of perfectionism assumes a motivational perspective; however, commonly used questionnaires assess motivation only implicitly. To create a more explicit measure of motivation as regard perfectionism, we aimed to assess perfectionism in post-secondary education based on Deci and Ryan’s self-determination continuum. We posit that introjected motivation represents the variance common to both dimensions of perfectionism. External motivation is considered to be specific to PC and identified motivation to PS. Amotivation represents a lack of meaningful striving. Intrinsic motivation, lacking perfectionism’s pressure, is conceptualized to be a self-determined form of striving for excellence. We further posited that this continuum is implicitly underlain by a continuum of self-definition as defined by Blatt. The resulting questionnaire showed an adequate structure with ESEM, followed a simplex structure, and had adequate reliabilities (Study 1a/Study 2). It also showed adequate convergent validity (Study 1b/Study 2). Finally, the questionnaire proved to be invariant over a 6-week period (Study 2). Results suggest that the degree of active goal pursuit, in addition to standards setting, could be a distinguishing characteristic between dimensions of perfectionism as well as striving for excellence.
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Kotera Y, Maybury S, Liu G, Colman R, Lieu J, Dosedlová J. Mental Well-Being of Czech University Students: Academic Motivation, Self-Compassion, and Self-Criticism. Healthcare (Basel) 2022; 10:2135. [PMID: 36360475 PMCID: PMC9690773 DOI: 10.3390/healthcare10112135] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2022] [Revised: 10/20/2022] [Accepted: 10/24/2022] [Indexed: 11/25/2023] Open
Abstract
University students in the Czech Republic suffer from a low level of mental well-being. Research in other university student populations suggests that academic motivation, self-compassion, and self-criticism are strongly related to mental well-being. Students who are motivated to study, are kind toward themselves, and are less judgmental of themselves tend to have a high level of mental well-being. These relationships had not been evaluated in Czech students. Accordingly, this cross-sectional study aimed to evaluate the relationships between mental well-being, academic motivation (intrinsic motivation, extrinsic motivation, and amotivation), self-compassion (self-reassurance) and self-criticism (self-inadequacy and self-hate). Of 130 students approached, a convenience sampling of 119 psychology students at a university in the Czech Republic completed a survey regarding these constructs. Correlation, regression, and path analyses were conducted. Mental well-being was positively associated with intrinsic motivation and self-compassion, and negatively associated with amotivation and self-criticism. Self-compassion was identified as the strongest predictor of mental well-being. Lastly, intrinsic motivation mediated the pathway from self-compassion to mental well-being, but not the one from self-inadequacy to mental well-being, and the one from self-hate to mental well-being. Our findings can help educators to identify effective means to protect students' mental well-being. Cultivating students' self-compassion may be helpful to protect their mental well-being. University staff and educators in the Czech Republic need to consider ways to embed self-compassion training into their students' programmes or university life.
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Affiliation(s)
- Yasuhiro Kotera
- School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK
| | - Sarah Maybury
- College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK
| | - Gillian Liu
- College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK
| | - Rory Colman
- College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK
| | - Jenai Lieu
- College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK
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9
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Park S. Relationship of self-determined motivation with time-related academic behavior in Korean primary school students: A person-centered approach. Heliyon 2022; 8:e11191. [PMID: 36303899 PMCID: PMC9593175 DOI: 10.1016/j.heliyon.2022.e11191] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Revised: 03/22/2022] [Accepted: 10/17/2022] [Indexed: 11/06/2022] Open
Abstract
This study aimed to determine the relationship between self-determined motivation and time-related academic behavior (T-AB) of Korean primary school students, using a person-centered approach, and identified differences in the fear of negative evaluation (FNE) and level of achievement to explore the characteristics of each profile. This study is unique, as previous studies on this topic have used a variable-centered approach. To this end, the current study involved a latent profile analysis of 451 fifth and sixth graders (male: 48.3%, female: 51.7%) in three primary schools located in medium- and small-sized cities in the G province of Korea. First, the analysis resulted in four profiles of self-determined motivation: “low motivation” (3.3%), “controlled regulation” (43.5%), “external regulation dependent” (12.4%), and “autonomous” (40.9%). Second, three profiles were derived for T-AB: “low approach” (6.9%), “timely engagement-approach” (55.2%), and “procrastination-approach” (37.9%). Third, this study examined the relationship between the profiles of self-determined motivation and T-AB through a chi-squared test. “Low approach” represented the largest proportion in the “low motivation” profile of self-determined motivation; “procrastination-approach” represented the largest proportion in the “controlled regulation” and “external regulation dependent” profiles; and “timely engagement-approach” represented the largest proportion in the “autonomous” profile. Fourth, analysis of variance was performed (ANOVA) to understand the differences in the FNE and level of achievement of each derived type. Among the self-determined motivation profiles, “low motivation” was associated with the highest level of FNE, and “autonomous” had the highest level of achievement. Furthermore, among profiles of T-AB, “low approach” was associated with the highest level of FNE, and “timely engagement-approach” had the highest level of achievement. However, the interaction effect between self-determined motivation and T-AB profiles showed significant differences only for FNE that were highest in the “low motivation” profile of self-determined motivation and in the “low approach” profile of T-AB, and lowest in the “autonomous” and “timely engagement-approach” profiles. Lastly, the positive types of motivation and academic behavior in primary school students and some important educational implications are presented.
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10
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Interpersonal mechanisms for the maintenance of self-criticism: Expressive suppression, emotion expression, and self-concealment. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-00920-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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11
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Liu Z, Yuan Q, Qian S, Ellenberg M, Kruglanski AW. Why Do I Seek Negative Feedback? Assessment Orientation, Self-Criticism, and Negative Feedback-Seeking. Front Psychol 2021; 12:709261. [PMID: 34744871 PMCID: PMC8563608 DOI: 10.3389/fpsyg.2021.709261] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2021] [Accepted: 09/28/2021] [Indexed: 11/16/2022] Open
Abstract
Negative feedback plays an important role in employee performance improvement, yet little research has specifically examined the motivational factor that drives employees to seek negative feedback. Drawing from the regulatory mode theory, we propose that assessment orientation could increase negative feedback-seeking by triggering individual self-criticism and participative leadership could enhance this effect. Results from a two-wave lagged survey study obtained from 216 Chinese employees suggested that assessment orientation is positively correlated with negative feedback-seeking via the mediating role of self-criticism. Moreover, the positive effect of assessment orientation on self-criticism and the positive indirect effect of assessment orientation on negative feedback-seeking via self-criticism are both stronger when participative leadership is higher. These results enrich the literature on feedback-seeking and regulatory mode and are useful for increasing employee negative feedback-seeking behavior in the organization.
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Affiliation(s)
- Zhaoyan Liu
- Business School, Nankai University, Tianjin, China
| | | | - Shanshan Qian
- School of Business, Guangdong University of Foreign Studies, Guangzhou, China
| | - Molly Ellenberg
- Department of Psychology, University of Maryland, College Park, College Park, MD, United States
| | - Arie W Kruglanski
- Department of Psychology, University of Maryland, College Park, College Park, MD, United States
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12
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Shahar G. Reformulated Object Relations Theory: A Bridge Between Clinical Psychoanalysis, Psychotherapy Integration, and the Understanding and Treatment of Suicidal Depression. Front Psychol 2021; 12:721746. [PMID: 34630232 PMCID: PMC8492919 DOI: 10.3389/fpsyg.2021.721746] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 08/19/2021] [Indexed: 11/13/2022] Open
Abstract
In contrast to the fruitful relationship between psychoanalysis/psychoanalysts and the humanities, institutionalized psychoanalysis has been largely resistant to the integration of psychoanalysis with other empirical branches of knowledge (infant observation, psychotherapy research, psychological and neurobiological sciences), as well as clinical ones [primarily cognitive-behavioral therapy (CBT)]. Drawing from two decades of theoretical and empirical work on psychopathology, psychotherapy, and psychoanalysis, the author aims to show how a reformulation of object relations theory (RORT) using (neuro-)psychological science may enhance a clinical-psychoanalytic understanding and treatment of suicidal depression, which constitutes one of the most formidable health challenges of our time. Specifically, he rewrote the notion of Melanie Klein positions-primarily the depressive position-using extant knowledge of structure of emotions, the centrality of mental representations of the future ("prospection") and the toxic nature of criticism-based emotions. This reformulation enables a dialog between clinical psychoanalysis and other therapeutic schools of thought and sheds light on the understanding and treatment of suicidal depression.
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Affiliation(s)
- Golan Shahar
- Department of Psychology, Ben-Gurion University of the Negev, Be'er Sheva, Israel
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Henkenjohann R. Role of Individual Motivations and Privacy Concerns in the Adoption of German Electronic Patient Record Apps-A Mixed-Methods Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189553. [PMID: 34574475 PMCID: PMC8471641 DOI: 10.3390/ijerph18189553] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/31/2021] [Revised: 08/23/2021] [Accepted: 08/26/2021] [Indexed: 11/16/2022]
Abstract
Germany's electronic patient record ("ePA") launched in 2021 with several attempts and years of delay. The development of such a large-scale project is a complex task, and so is its adoption. Individual attitudes towards an electronic health record are crucial, as individuals can reject opting-in to it and making any national efforts unachievable. Although the integration of an electronic health record serves potential benefits, it also constitutes risks for an individual's privacy. With a mixed-methods study design, this work provides evidence that different types of motivations and contextual privacy antecedents affect usage intentions towards the ePA. Most significantly, individual motivations stemming from feelings of volition or external mandates positively affect ePA adoption, although internal incentives are more powerful.
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Affiliation(s)
- Richard Henkenjohann
- Faculty of Linguistics and Information Science, University of Hildesheim, 31141 Hildesheim, Germany; ; Tel.: +49-331-5509-3408
- Digital Health Center, Hasso Plattner Institute for Digital Engineering gGmbH, University of Potsdam, 14482 Potsdam, Germany
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Chevrier B, Lannegrand L. The relationship between academic motivation and basic psychological needs within the freshman year context: a longitudinal person-oriented approach. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s10212-021-00569-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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15
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De Coninck D, Matthijs K, Luyten P. Depression in Belgian first-year university students: A longitudinal study of self-definition, interpersonal relatedness, mentalizing, and integration. J Clin Psychol 2021; 77:1715-1731. [PMID: 33880755 DOI: 10.1002/jclp.23149] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Revised: 01/28/2021] [Accepted: 03/30/2021] [Indexed: 01/16/2023]
Abstract
Despite evidence of increasing prevalence of depression in university students, few studies investigated how depression evolves over the first months at university. We investigate severity of depression among first-year university students during their first semester at university, and whether it was associated with impairments in personality, mentalizing (or reflective functioning), and social and academic integration. Participants in this two-wave prospective study were 377 Belgian first-year students in 2018 and 2019. Results showed that maladaptive interpersonal relatedness and self-definition at the start of the first semester (T1) were prospectively associated with increases in the prevalence and severity of depression at the end of the semester (T2). Uncertainty, but not certainty, with regard to mentalizing was positively associated with severity of depression at T2 and mediated the association between personality dimensions and severity of depression. The implications of these findings for depression prevention and intervention strategies in first-year university students are discussed.
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Affiliation(s)
- David De Coninck
- Faculty of Social Sciences, Center for Sociological Research, KU Leuven, Leuven, Belgium
| | - Koen Matthijs
- Faculty of Social Sciences, Center for Sociological Research, KU Leuven, Leuven, Belgium
| | - Patrick Luyten
- Faculty of Psychology and Educational Sciences, Clinical Psychology, KU Leuven, Leuven, Belgium.,Department of Clinical, Educational and Health Psychology, Psychoanalysis Unit, University College London, London, UK
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A person-centered investigation of math motivation and its correlates to math achievement in elementary students. JOURNAL OF PACIFIC RIM PSYCHOLOGY 2021. [DOI: 10.1017/prp.2019.21] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
The present study used a person-centered approach to identify math motivation profiles under self-determination theory, and examine whether math achievement varies across different profiles. Data were collected from 2,137 children. Five student motivation profiles were identified: a “high quality” profile characterized by high levels of intrinsic and identified motivation and a low level of controlled motivation, a “high quantity” profile characterized by high levels of these three kinds of motivation, a “low quantity” profile characterized by low levels of these three kinds of motivation, a “poor quality” profile characterized by a high level of controlled motivation and low levels of intrinsic and identified motivation, and a “low autonomous motivation” profile characterized by very low levels of intrinsic and identified motivation. These five profiles differed in math achievement. We found that students in the high quality profile had the highest level of math achievement compared to those in the other profiles. This result indicated that the quality of motivation was more important than the amount of motivation.
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Campos RC, Besser A, Morgado C, Blatt SJ. Self‐criticism, dependency, and adolescents' externalising and internalising problems. CLIN PSYCHOL-UK 2020. [DOI: 10.1111/cp.12024] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Rui C. Campos
- Department of Psychology, Center for Research on Education and Psychology, University of Évora, Évora, Portugal,
| | - Avi Besser
- Department of Behavioral Sciences, Center for Research in Personality, Life Transitions, and Stressful Life Events, Sapir Academic College, Hof Ashkelon, Israel,
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Guay F, Gilbert W, Falardeau É, Bradet R, Boulet J. Fostering the use of pedagogical practices among teachers to support elementary students’ motivation to write. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101922] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Duarte C, Stubbs JR, Gilbert P, Stalker C, Catarino F, Basran J, Horgan G, Morris L. The Weight-Focused Forms of Self-Criticising/Attacking and Self-Reassuring Scale: Confirmatory Factor Analysis and associations with control, loss of control of eating and weight in overweight and obese women. Psychol Psychother 2019; 92:539-553. [PMID: 30134018 DOI: 10.1111/papt.12196] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/18/2018] [Revised: 04/11/2018] [Indexed: 11/30/2022]
Abstract
OBJECTIVES The Weight-Focused Forms of Self-Criticising/Attacking and Self-Reassuring Scale (WFSCRS) is based on the original Forms of Self-Criticising/Attacking and Self-Reassuring Scale (FSCSRS; Gilbert et al., 2004, British Journal of Clinical Psychology, 43, 31) and assesses the inadequate and hated forms of self-criticism and the ability to self-reassure when coping with attempts to control body weight, shape, and eating. The aim of this study was to examine the factor structure, consistency, and reliability of the WFSCRS in overweight and obese women. METHODS The factorial structure of the WFSCRS was examined through a confirmatory factor analysis in 724 overweight and obese women participating in a commercial weight management programme. The scale's construct and convergent validity were also examined. RESULTS The WFSCRS had a three-factor structure, similar to the FSCSRS, which fitted the data well. The WFSCRS had high internal reliability, construct, and discriminant validity. The scale was positively associated with measures of shame, body image, eating-related difficulties, symptoms of anxiety, depression, and stress, and body mass index (BMI). The two forms of self-criticism were significantly associated with higher BMI, and this effect was mediated by increased loss of control over eating (for both forms) and decreased flexible control over eating (for the hated self form). CONCLUSIONS The WFSCRS is a valid measure for assessing self-reassurance and two denigratory forms (inadequate self and hated self) of self-criticism in people who are overweight and obese. PRACTITIONER POINTS The WFSCRS was developed to measure weight/shape and eating-related self-criticism and self-reassurance. The WFSCRS was examined in a large sample of overweight and obese women attending a community-based weight management programme. The WFSCRS presented a three-factor structure measuring two forms of self-criticism (inadequate self and hated self) and the ability to be self-reassuring. The two forms of self-criticism and self-reassurance are differentially associated with BMI, through the mediating effect of loss of control over eating and flexible control over eating.
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Affiliation(s)
- Cristiana Duarte
- Appetite Control and Energy Balance Research Group, Faculty of Medicine and Health, School of Psychology, University of Leeds, UK
| | - James R Stubbs
- Appetite Control and Energy Balance Research Group, Faculty of Medicine and Health, School of Psychology, University of Leeds, UK
| | - Paul Gilbert
- College of Life and Natural Sciences, University of Derby, UK
| | - Carol Stalker
- College of Life and Natural Sciences, University of Derby, UK
| | | | - Jaskaran Basran
- College of Life and Natural Sciences, University of Derby, UK
| | - Graham Horgan
- Biomathematics and Statistics Scotland, Rowett Institute of Nutrition and Health, Aberdeen, UK
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Lueke N, Rubinow D. Working memory of highly self‐critical men is impaired by failure. APPLIED COGNITIVE PSYCHOLOGY 2019. [DOI: 10.1002/acp.3585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Niloufar Lueke
- Department of Human DevelopmentCornell University Ithaca USA
- Department of Psychological ScienceBall State University Muncie USA
| | - David Rubinow
- Department of Human DevelopmentCornell University Ithaca USA
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21
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Kinsella M. Fostering the therapeutic alliance: Recognizing autonomy’s dialogical antecedents. PHILOSOPHICAL PSYCHOLOGY 2019. [DOI: 10.1080/09515089.2019.1570106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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22
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Kopala‐Sibley DC, Zuroff DC. The self and depression: Four psychological theories and their potential neural correlates. J Pers 2019; 88:14-30. [DOI: 10.1111/jopy.12456] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2018] [Revised: 12/07/2018] [Accepted: 01/14/2019] [Indexed: 12/24/2022]
Affiliation(s)
- Daniel C. Kopala‐Sibley
- Department of Psychiatry Mathison Centre for Mental Health Research & Education, Alberta Children’s Hospital Research Institute, Hotchkiss Brain Institute, University of Calgary Calgary Alberta Canada
| | - David C. Zuroff
- Department of Psychology McGill University Montreal Quebec Canada
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Chon YV, Shin T. Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.01.007] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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24
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Vandenkerckhove B, Brenning K, Vansteenkiste M, Luyten P, Soenens B. The Explanatory Role of Basic Psychological Need Experiences in the Relation between Dependency, Self-Criticism and Psychopathology in Adolescence. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2019. [DOI: 10.1007/s10862-019-09719-0] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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25
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Vandenkerckhove B, Soenens B, Van der Kaap-Deeder J, Brenning K, Luyten P, Vansteenkiste M. The role of weekly need-based experiences and self-criticism in predicting weekly academic (mal)adjustment. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2018.11.009] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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26
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Valdez JPM, Chu SKW. Examining the Psychometric Validity of the Five-Item Gratitude Questionnaire: An Item Response Theory Approach. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2018. [DOI: 10.1177/0734282918816542] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The present investigation explored the psychometric validity of the five-item Gratitude Questionnaire (GQ-5) using a construct validation approach. Concerning within-network construct validity, results of item response theory (IRT) analysis via graded response model (GRM) showed that this scale could not discriminate individuals who score high in gratitude and the 7-scale response options could be modified to a 6-scale response choice. As regards to between-network construct validity, findings demonstrated that gratitude was positively correlated to both controlled and autonomous motivation. Implications are discussed to refine the assessment of gratitude in the school contexts.
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27
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Role of adolescent exposure to rockets in the links between personality vulnerability and psychopathology. Dev Psychopathol 2018; 31:1367-1380. [DOI: 10.1017/s0954579418000792] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractThe aim of this study is to examine the role of repeated exposure to rocket attacks in the links between personality vulnerability (dependency and self-criticism) and internalizing/externalizing psychopathology. A main-effect vulnerability model (personality leads to psychopathology) was compared with a main-effect scarring model (psychopathology leads to personality vulnerability). Also, a stress-diathesis pattern (personality vulnerability is activated under stress) was compared to a dual-vulnerability pattern (either personality vulnerability or stress, but not both, lead to psychopathology). Israeli adolescents (N = 362) repeatedly exposed to rocket attacks were assessed annually over 3 years. In 2008 and 2010, personality and psychopathology were assessed. Cumulative exposure was measured as the sums of exposure across the three assessment waves. Theoretical models were tested via Autoregressive Cross-Lagged Structural Equation Modeling analyses. Baseline dependency and self-criticism were associated with an increase in anxiety, whereas baseline depression was associated with an increase in dependency. Under low, not high, levels of rocket exposure, self-criticism and depression were longitudinally associated. Violence commission was associated with an increase in dependency under high, not low, cumulative exposure. Results are consistent with both scarring and vulnerability models, and with both stress-diathesis and dual-vulnerability patterns of adolescent risk and resilience.
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28
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Kinsella M. Exercising Leadership Within the Therapeutic Alliance: An Autonomy-Grounded Perspective. JOURNAL OF HUMANISTIC PSYCHOLOGY 2018. [DOI: 10.1177/0022167818805568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Michaeli Y, Kalfon Hakhmigari M, Dickson DJ, Scharf M, Shulman S. The role of change in self-criticism across young adulthood in explaining developmental outcomes and psychological wellbeing. J Pers 2018; 87:785-798. [PMID: 30260502 DOI: 10.1111/jopy.12433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2017] [Revised: 08/24/2018] [Accepted: 08/28/2018] [Indexed: 11/27/2022]
Abstract
OBJECTIVE Past research has confirmed the role of self-criticism in numerous forms of psychopathology and negative interpersonal outcomes. However, the majority of these studies were cross-sectional and have not addressed the role of possible changes in self-criticism across time for future outcomes. The current study investigated the degree to which changes in self-criticism during young adulthood precede better psychological outcomes beyond the contribution of their baseline levels. METHOD A total of 168 Israeli emerging adults were followed for 12 years. Participants completed assessments of self-criticism at age 23, 24, 26.5, and 29, and of developmental tasks and psychological adaptation at age 35. Analyses assessed the extent to which the intercept and linear slope of self-criticism were associated with assessments of coping with age-related tasks and psychological well-being at age 35. RESULTS Findings indicated that decreases in self-criticism between the ages of 23 and 29 were associated with better coping with age-related task outcomes and psychological health at age 35. CONCLUSIONS These findings are among the first to show that decreases in self-criticism serve as important precursors of coping with age-related tasks and psychological outcomes and point to the positive contributions of changes in personality attributes for future development.
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Affiliation(s)
- Yossi Michaeli
- Department of Psychology, Bar Ilan University, Ramat Gan, Israel
| | | | - Daniel J Dickson
- Department of Psychology, Concordia University, Montreal, QC, Canada
| | - Miri Scharf
- Department of Counseling and Human Development, Haifa University, Haifa, Israel
| | - Shmuel Shulman
- Department of Psychology, Bar Ilan University, Ramat Gan, Israel
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Shahar G. The (Suicidal-) Depressive Position: A Scientifically Informed Reformulation. Psychodyn Psychiatry 2018; 46:265-293. [PMID: 29809115 DOI: 10.1521/pdps.2018.46.2.265] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Despite considerable progress in depression research and treatment, the disorder continues to pose daunting challenges to scientists and practitioners alike. This article presents a novel conceptualization of the psychological dynamics of depression which draws from Melanie Klein's notion of the positions, reformulated using social-cognitive terms. Specifically, Klein's notion of position, consisting of anxieties (persecutory vs. "depressive"), defense mechanisms ("primitive"/split based vs. neurotic/repression based), and object relations (part vs. whole) is reformulated to include (1) affect, broadly defined, (2) affect regulatory strategies (defense mechanisms, coping strategies, and motivation regulation), and (3) mental representations of self-with-others, all pertaining to the past, present, and future. I reformulate the depressive position to include-beyond sadness, anxiety, and anhedonia-also anger/agitation, shame, disgust, and contempt, all of which are down-regulated via diverse mechanisms. In the depressive position, the self is experienced as wronged and others as punitive, albeit seductive. Attempts to appease internal others (objects) are projected into the future, only to be thwarted by awkward and inept interpersonal behavior. This might propel the use of counter-phobic, counter-dependent, and "manic" affect regulatory mechanisms, potentially leading to suicidal depression.
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Affiliation(s)
- Golan Shahar
- The Stress, Self, and Health Lab (STREALTH), Department of Psychology, Ben-Gurion University of the Negev, and for the Israeli Psychodynamic Research Group (IPRG)
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31
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Perfectionism and the pursuit of personal goals: A self-determination theory analysis. MOTIVATION AND EMOTION 2017. [DOI: 10.1007/s11031-017-9654-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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32
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Validation of the Gratitude Questionnaire in Filipino Secondary School Students. SPANISH JOURNAL OF PSYCHOLOGY 2017; 20:E45. [PMID: 29019301 DOI: 10.1017/sjp.2017.51] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Most studies have assessed the psychometric properties of the Gratitude Questionnaire - Six-Item Form (GQ-6) in the Western contexts while very few research has been generated to explore the applicability of this scale in non-Western settings. To address this gap, the aim of the study was to examine the factorial validity and gender invariance of the Gratitude Questionnaire in the Philippines through a construct validation approach. There were 383 Filipino high school students who participated in the research. In terms of within-network construct validity, results of confirmatory factor analyses revealed that the five-item version of the questionnaire (GQ-5) had better fit compared to the original six-item version of the gratitude questionnaire. The scores from the GQ-5 also exhibited invariance across gender. Between-network construct validation showed that gratitude was associated with higher levels of academic achievement (β = .46, p <.001), autonomous motivation (β = .73, p <.001), and controlled motivation (β = .28, p <.01). Conversely, gratitude was linked to lower degree of amotivation (β = -.51, p <.001). Theoretical and practical implications are discussed.
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33
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Moon TW, Hur WM, Hyun SS. How Service Employees’ Work Motivations Lead to Job Performance: the Role of Service Employees’ Job Creativity and Customer Orientation. CURRENT PSYCHOLOGY 2017. [DOI: 10.1007/s12144-017-9630-8] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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34
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Lueke N, Skeel R. The effect of self-criticism on working memory in females following success and failure. PERSONALITY AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.paid.2017.02.035] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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35
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The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement. J Sch Psychol 2017; 61:19-31. [DOI: 10.1016/j.jsp.2016.12.004] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2015] [Revised: 06/16/2016] [Accepted: 12/09/2016] [Indexed: 11/21/2022]
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36
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Chronic Fatigue Syndrome: Cognitive, Behavioural and Emotional Processing Vulnerability Factors. Behav Cogn Psychother 2017; 45:156-169. [PMID: 28098051 DOI: 10.1017/s1352465816000631] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
BACKGROUND Cognitive-behavioural models of chronic fatigue syndrome (CFS) suggest that personality factors such as perfectionism and high moral standards may contribute to the development of CFS. AIMS To investigate cognitive, behavioural and emotional processing risk factors for CFS. METHOD CFS patients (n = 67) at a UK specialist clinic completed questionnaires about psychological characteristics both currently and retrospectively (6 months pre-CFS onset). Responses were compared with those of healthy individuals (n = 73) who rated their current characteristics. Forty-four relatives retrospectively rated the pre-morbid psychological characteristics of the CFS participants. RESULTS CFS patients showed similar levels of current perfectionism to controls, though higher pre-morbid perfectionism. CFS patients showed greater self-sacrificial beliefs and more unhelpful beliefs about experiencing and expressing negative emotions, both currently but more markedly prior to onset. In the 6 months pre-illness onset, CFS patients showed more disruption to their primary goal and greater general stress than controls. Ratings of pre-morbid psychological characteristics by relatives were consistent with patients' self-reports. The extent of overinvestment in one goal was significantly associated with fatigue. CONCLUSIONS Perfectionism, self-sacrificial tendencies, unhelpful beliefs about emotions, and perceived stress may be present to a greater extent pre-morbidly in CFS patients compared with healthy individuals.
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Datu JAD, King RB, Valdez JPM. Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. JOURNAL OF POSITIVE PSYCHOLOGY 2016. [DOI: 10.1080/17439760.2016.1257056] [Citation(s) in RCA: 49] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Jesus Alfonso D. Datu
- Faculty of Education, Division of Learning, Development, and Diversity, The University of Hong Kong, Hong Kong
| | - Ronnel B. King
- Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong
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39
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Evaluative processes in self-critical individuals: The role of success and failure inductions. PERSONALITY AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.paid.2016.03.083] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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40
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Shahar G. Criticism in the Self, Brain, Relationships, and Social Structure: Implications for Psychodynamic Psychiatry. Psychodyn Psychiatry 2016; 44:395-421. [PMID: 27603804 DOI: 10.1521/pdps.2016.44.3.395] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Affiliation(s)
- Golan Shahar
- The Stress, Self, and Health Lab (STREALTH), Department of Psychology, Ben-Gurion University of the Negev, Beer-Sheva, Israel
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41
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Ganotice FA, Datu JAD, King RB. Which emotional profiles exhibit the best learning outcomes? A person-centered analysis of students’ academic emotions. SCHOOL PSYCHOLOGY INTERNATIONAL 2016. [DOI: 10.1177/0143034316660147] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Previous studies on academic emotions have mostly used variable-centered approaches. Although these studies have elucidated the relationships between academic emotions and key academic outcomes, they cannot identify naturally-occurring groups of students defined by distinct academic emotion profiles. In this study, we adopted a person-centered approach to explore whether students can be grouped in terms of distinct academic emotion profiles and whether these groups differed in terms of key academic outcomes. Cluster analyses showed four distinct profiles across both domain-general (Study 1) and domain-specific (Study 2) academic emotions. Students with high levels of positive academic emotions and low levels of negative academic emotions exhibited the most adaptive educational outcomes followed by students characterized by high levels of positive emotions and moderately high levels of shame. The most maladaptive profile was exhibited by students who are low in positive academic emotions and high in negative academic emotions. Theoretical and practical implications are discussed.
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Affiliation(s)
- Fraide A. Ganotice
- The University of Hong Kong, Hong Kong
- Palawan State University, Philippines
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42
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Piumatti G. Association Between Self-Criticism and Dependency with the Individual Endorsement of Criteria for Adulthood Among Emerging Adult University Students. JOURNAL OF ADULT DEVELOPMENT 2016. [DOI: 10.1007/s10804-016-9234-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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43
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Schiller M, Hammen CC, Shahar G. Links among the Self, Stress, and Psychological Distress during Emerging Adulthood: Comparing Three Theoretical Models. SELF AND IDENTITY 2016. [DOI: 10.1080/15298868.2015.1131736] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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44
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Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written French. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.11.014] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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45
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Luyten P, Blatt SJ. A Hierarchical Multiple-Level Approach to the Assessment of Interpersonal Relatedness and Self-Definition: Implications for Research, Clinical Practice, andDSMPlanning. J Pers Assess 2015; 98:5-13. [DOI: 10.1080/00223891.2015.1091773] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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46
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KODAMA HIROMI, ISHIKUMA TOSHINORI. Middle School and High School Students’ Attitudes Toward Learning :. ACTA ACUST UNITED AC 2015. [DOI: 10.5926/jjep.63.199] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Affiliation(s)
- HIROMI KODAMA
- GRADUATE SCHOOL OF COMPREHENSIVE HUMAN SCIENCES, UNIVERSITY OF TSUKUBA
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Kopala-Sibley DC, Zuroff DC. The Developmental Origins of Personality Factors from the Self-Definitional and Relatedness Domains: A Review of Theory and Research. REVIEW OF GENERAL PSYCHOLOGY 2014. [DOI: 10.1037/gpr0000013] [Citation(s) in RCA: 45] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This paper reviews theory and research on the developmental origins of several widely studied personality vulnerabilities to psychopathology that represent the self-definitional (self-criticism, autonomy, and perfectionism) or relatedness (dependency and sociotropy) domains identified in Blatt's (2008) , Blatt and Shichman's (1983) , and Beck's ( Beck et al., 1983 ) 2-polarities models of personality. We examine the evidence for the effects of both parenting and peer relationships. We conclude that there is a robust relationship between negative parenting behaviors and the 5 personality vulnerabilities reviewed here which pertain to both self-definition and relatedness, with recent evidence suggesting a possible effect of peer relationships over and above parents. The available evidence suggests that all of the negative developmental experiences studied to date contribute to the development of all the personality vulnerabilities reviewed here. In light of this, we suggest possible mechanisms through which adverse developmental experiences may affect personality factors pertaining to self-definition and relatedness. We also suggest that there may be commonalities across the developmental experiences, such that they result in similar developmental consequences. Although there is now much research on the development of these personality factors, there is still relatively little research examining the roles of factors other than parents and peers, including siblings, romantic partners, environmental changes, and genetics, and we conclude by proposing a revised model of the development of self-definition and relatedness in order to outline future directions for this research field.
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Shulman S, Barr T, Livneh Y, Nurmi JE, Vasalampi K, Pratt M. Career pursuit pathways among emerging adult men and women. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2014. [DOI: 10.1177/0165025414533222] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The present study examined career pursuit pathways in 100 Israeli emerging adults (54 men) who were followed from age 22 to 29. Employing a semi-structured interview at the age of 29, participants were asked about current work and educational status, work and educational goals and status changes in recent years, and to reflect on the meaning of the processes they followed. Analyses of interviews yielded four distinctive career pursuit pathways that were associated with different levels of concurrent well-being: Consistent Pursuit, Adapted Pursuit, Survivors, and Confused/Vague. Self-criticism, efficacy, and level of motivation measured seven years earlier predicted pathway affiliation at 29. In addition, paternal support was found to serve as a protective factor associated with adaptive career pursuit. Gender differences were found, with women more likely to be affiliated with the less adapted pathways. In addition, paternal and maternal support were differently associated with career pathways. By employing this mixed-method approach, the findings demonstrate the diversity, and gender-related nature, of career pursuit and development pathways during emerging adulthood, and indicate the importance of personality and both paternal and maternal support in the process of career development.
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Dietrich J, Shulman S, Nurmi JE. Goal pursuit in young adulthood: The role of personality and motivation in goal appraisal trajectories across 6years. JOURNAL OF RESEARCH IN PERSONALITY 2013. [DOI: 10.1016/j.jrp.2013.06.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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50
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[The relationship between autonomous motivation and academic adjustment in junior high school students]. SHINRIGAKU KENKYU : THE JAPANESE JOURNAL OF PSYCHOLOGY 2013; 84:365-75. [PMID: 24205739 DOI: 10.4992/jjpsy.84.365] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study investigated the relationship between autonomous motivation and academic adjustment based on the perspective of self-determination theory. It also examined motivational profiles to reveal individual differences and the characteristic of these profiles for groups with varying levels of autonomous and controlled regulation (autonomous, controlled, high motivation, and low motivation). Data were collected from 442 junior high school students for academic motivation, academic performance, academic competence, meta-cognitive strategy, academic anxiety, apathy, and stress experience. Correlation analyses generally supported the basic hypothesis of self-determination theory that a more autonomous regulation style was strongly related to academic adjustment. The results also showed that persons with a high autonomous regulation and a low controlled regulation style were the most adaptive.
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