Two studies (N = 649) examined the association between self-alienation (SA; i.e., feelings of detachment from one’s true self) and academic amotivation (AA; i.e., lack of motivation in the academic domain). Based on classical and... more
Two studies (N = 649) examined the association between self-alienation (SA; i.e., feelings of detachment from one’s true self) and academic amotivation (AA; i.e., lack of motivation in the academic domain). Based on classical and contemporary theories, a strong link between alienation and amotivation was predicted. A cross-sectional correlation study (Study 1) found that SA significantly predicted AA controlling for relevant variables (e.g., self-efficacy). A four-wave longitudinal design (Study 2) tested the reciprocal relationship between SA and AA within persons. Contrary to the a priori hypothesis that SA would predict amotivation, the path from AA to SA was more consistent and reliable than the other path. The potential bidirectional links between SA and AA, implications, and future directions are discussed.
In this study, we examined the relationships between intrinsic motivation, physical self-concept, and satisfaction with life using cross-lagged panel models analysed via structural equation models. The sample consisted of 293 participants... more
In this study, we examined the relationships between intrinsic motivation, physical self-concept, and satisfaction with life using cross-lagged panel models analysed via structural equation models. The sample consisted of 293 participants (148 men, 145 women) aged 18–70 years who performed diverse types of physical exercise. Three alternative models were tested. The data were better represented by a model in which physical self-concept mediates the relationships between intrinsic motivation and satisfaction with life. Specifically, the direct effects of intrinsic motivation on physical self-concept, and of physical self-concept on satisfaction with life were significant, with the amount of explained variance increasing over time. In conclusion, people who perform physical exercise regularly, and who have fun over time will tend to have a better physical self-perception and, consequently, more psychological well-being.
The present study examines the directionality of links between romantic relationship conflict and psychological distress in premarital relationships of emerging adults. A total of 182 participants (M age = 21.23; SDage = 1.62; 85.16%... more
The present study examines the directionality of links between romantic relationship conflict and psychological distress in premarital relationships of emerging adults. A total of 182 participants (M age = 21.23; SDage = 1.62; 85.16% female) provided data at both Time 1 (T1) and Time 2 (T2). Participants responded to a battery of questions related to romantic relationship conflict and psychological distress. The data for the present study were collected at two time points during spring semester of 2018: First week (Time 1) and the last week of the semester, Week 14 (Time 2). A two-wave two variable cross-lagged autoregressive panel model was conducted to examine the links between relationship conflict and psychological distress over time in emerging adults. Using a latent cross-lagged panel model, we found that romantic relationship conflict at T1 significantly predicted psychological distress at T2, but psychological distress at T1 was not associated with subsequent romantic relationship conflict at T2, after controlling for autoregressive effects. The results highlighted the key role of romantic relationship conflict in predicting later psychological distress. Limitations and implications are discussed and future directions are suggested.
Transitioning from elementary school to middle school can be a difficult time for many adolescents. It is a period often correlated with a decline in students’ academic achievement, perceptions of performance, potential, and value in... more
Transitioning from elementary school to middle school can be a difficult time for many
adolescents. It is a period often correlated with a decline in students’ academic
achievement, perceptions of performance, potential, and value in schooling. Research
has shown evidence that parents’ involvement in their children’s education significantly
influences children’s academic achievement. However, there are many conflicting
findings regarding this relationship.
The primary purpose of this study is to extend existing research on academic
achievement by examining the causal relationship between parent involvement and
science achievement during the transition years, using data from the Early Childhood
Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). The results not only
reaffirms that parent involvement and students’ academic achievement are reciprocally correlated but also implies that parent involvement is a multidimensional construct, and has a domain-specific effect. The findings have important implications for parents on how to provide effective support for their children in science learning, especially during the transition years. Results from the analyses reveal that parents get involved in students’ education differently by their race/ethnicity groups. Findings imply that schools should consider moving beyond the traditional methods to get parents involved.
