Coping as a building mechanism to explain the unique association of affect and goal motivation with changes in affective states

Blouin-Hudon, Eve-Marie C.; Gaudreau, Patrick; Gareau, Alexandre

doi:10.1080/10615806.2015.1100298

Cited by 6 publications

(5 citation statements)

References 56 publications

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“…Students with stronger autonomous motivation in EFL learning are more likely to realize the value and significance of learning a foreign language, and then develop stronger positive emotions such as enjoyment and relief. These results are consistent with self-determination theory, control-value theory of academic emotions, and previous studies (Gillet et al, 2013;Pomerantz and Qin, 2014;Blouinhudon et al, 2016). Furthermore, it was noted that both the direct and mediating effect sizes of enjoyment on students' English achievement engagement were greater than those of relief enjoyment on the achievement.…”

Section: Discussionsupporting

confidence: 91%

“…From the perspective of control-value theory (Pekrun, 2006), academic emotions also depend on a students' achievement goals and motivation, and the stronger the motivation, the higher the positive academic emotions students will experience. Furthermore, a handful of studies have examined the relationship between autonomous motivation and emotions and found that autonomous motivation could heighten students' positive affect (Gillet et al, 2013;Blouinhudon et al, 2016). Pomerantz and Qin's (2014) longitudinal study discovered that Chinese adolescences' autonomous motivation positively predicted pleasant emotions and negatively predicted unpleasant emotions.…”

Section: The Chain Mediating Roles Of Autonomous Motivation and Posit...mentioning

confidence: 99%

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Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions

Wang

Zhang

2022

Front. Psychol.

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As an important factor promoting students’ learning behavior and achievement, teacher engagement has been largely neglected in the research literature on English as a foreign language (EFL) and applied linguistics. Moreover, the few studies have focused more on conventional classrooms rather than online learning contexts and failed to reveal how teacher engagement in the online foreign language classroom affected students’ achievement. The present study assessed 546 university students in China using self-report questionnaires to examine the relationship between teacher engagement and students’ achievement in an online EFL course over an 18-week semester, taking into account the possible mediating effects of autonomous motivation and positive academic emotions. The results showed that teacher engagement exerted a direct and positive impact on students’ English achievement. Students’ autonomous motivation and enjoyment mediated the association between teacher engagement and English achievement, but the mediating effects of relief were not significant. Additionally, teacher engagement affected students’ English achievement through the chain mediation of autonomous motivation and positive academic emotions (enjoyment and relief). Relief displayed a smaller effect on students’ English achievement than enjoyment did. These findings elucidate the impact of teacher engagement on students’ English achievement in the online environment and support the utility of self-determination theory and control-value theory in explaining foreign language learning. Directions for future research and implications for education are also presented.

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Section: Discussionsupporting

confidence: 91%

Section: The Chain Mediating Roles Of Autonomous Motivation and Posit...mentioning

confidence: 99%

Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions

Wang

Zhang

2022

Front. Psychol.

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“…Coping, as a form of self-regulation under stress, relates to a myriad of consequential life outcomes (for a review, see Folkman & Moskowitz, 2004). In the context of education, the use of TOC and DOC have been, respectively, associated with many positive and negative outcomes (Amiot, Blanchard, & Gaudreau, 2008;Blouin-Hudon, Gaudreau, & Gareau, 2016;Gareau, Chamandy, Kljajic, & Gaudreau, 2018;Saklofske et al, 2012;Soucy Chartier, Gaudreau, & Fecteau, 2011). Essentially, TOC has been positively linked to academic achievement, goal progress, life satisfaction, increased self-determined motivation, well-being, and increased school satisfaction.…”

mentioning

confidence: 99%

Some days are more satisfying than others: A daily‐diary study on optimism, pessimism, coping, and academic satisfaction

Boileau

Gaudreau

Gareau

et al. 2020

Brit J of Edu Psychol

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Background. Feelings of satisfaction fluctuate across time and situations, and focusing on within-person experiences opens up the door to a better understanding of the daily lives of university students. Aims. Our overarching goal was to situate academic satisfaction not only as a relatively enduring characteristic but also as a transient state that fluctuates across days in the lives of student. In the present study, we explored how optimism and pessimism related to inter-individual differences in academic satisfaction. We also investigated the association between coping and academic satisfaction at both the between-and within-person levels. Sample. A sample of 235 undergraduate students (M age = 19.14) participated in this study. Method. Students completed baseline measures of optimism and pessimism. They were then asked to complete daily-diary measures of academic coping strategies and academic satisfaction during six consecutive days. Results. At the between-person level, results from multilevel mediation analyses demonstrated that optimism was associated with greater academic satisfaction and that task-oriented coping was a significant mediator of this association. At the within-person level, our analyses revealed that the daily satisfaction of students varies according to the coping strategies used on those specific days. Almost half of the variance in academic satisfaction can be attributable to daily fluctuations. Conclusions. This source of within-person variance is non-negligible and supports the need to also conceive academic satisfaction as a question of when. These findings illustrate the importance of considering the role of personality and daily coping to better conceptualize and understand academic satisfaction of university students. Alternative ways of defining academic success have received growing theoretical and empirical attention in recent years (Anderman et al., 2015). Earning better grades across successive semesters (i.e., academic momentum; Martin, Wilson, Liem, & Ginns, 2013) and making progress in the pursuit of personal academic goals (Gaudreau, Carraro, & Miranda, 2012; Martin, 2015) can help understand why students with a similar grade point

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“…Our hypotheses about how goal motives and self-regulatory coping strategies would relate to saving progress were largely supported. Task-based coping is typically beneficial for goal striving (Blouin-Hudon et al, 2016; Boileau et al, 2021; Gaudreau et al, 2012; Ntoumanis et al, 2014). Accordingly, autonomous motivation for saving predicted increases in task-based coping over 6 months, which in turn were associated with more successful saving at the end of the study, supporting H1a and H3.…”

Section: Discussionmentioning

confidence: 99%

Goal motives, mental contrasting with implementation intentions, and the self-regulation of saving goals: A longitudinal investigation.

Riddell,

Sedikides,

Gucciardi

et al. 2024

Motivation Science

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We investigated how autonomous and controlled motives for saving money contribute longitudinally to selfregulatory coping, goal progress, and psychological need satisfaction/frustration. We also investigated whether mental contrasting with implementation intentions (MCII) facilitates saving through interactions with controlled goal motives. We randomly assigned participants (N = 364) to the MCII or control condition. We assessed self-reported motives, self-regulatory coping, saving goal progress, and need satisfaction/ frustration over 6 months. Autonomous motives predicted greater task-based coping and, indirectly, goal progress and need satisfaction. Controlled motives predicted increased disengagement-based coping and decreased task-based coping, which indirectly predicted need frustration and reduced progress, respectively. MCII decreased the negative relations between controlled motives and task-based coping, and indirectly predicted saving progress. Autonomous motivation is associated with saving money and need satisfaction. Conversely, controlled motives predict the thwarting of psychological needs and decreased saving. MCII might improve self-regulatory coping and saving in individuals with controlled motives.

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Coping as a building mechanism to explain the unique association of affect and goal motivation with changes in affective states

Abstract: Coping partially mediates the unique association of affect and goal motivation with changes in affective states of university students.

Cited by 6 publications

References 56 publications

Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions

Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions

Some days are more satisfying than others: A daily‐diary study on optimism, pessimism, coping, and academic satisfaction

Goal motives, mental contrasting with implementation intentions, and the self-regulation of saving goals: A longitudinal investigation.

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