How classmates' stress affects student's quality of motivation

Raufelder, Diana; Lazarides, Rebecca; Lätsch, Alexander

doi:10.1002/smi.2832

Cited by 12 publications

(10 citation statements)

References 60 publications

(85 reference statements)

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“…Pharmacy students show increased stress during the final two years compared to the first two years of their program (33). Student stress has been shown to reduce motivation and academic performance (34,35). Application of an interactive game, such as the one used in the current study, would likely benefit students from other programs and backgrounds.…”

Section: Discussionmentioning

confidence: 91%

A novel, interactive game to improve understanding of respiratory control pathways in first-year medical students

Kane

Hansen

Lewis

2022

Advances in Physiology Education

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The physiology of respiration is a challenging subject for many medical students. To assist students, we have developed an active learning game that physically places students within a model outlining the respiratory control pathway. Participants were provided with a vodcast describing the physiology of respiratory control and instructed to view this prior to the activity. Once in the classroom, groups of students sat at tables marked to represent components of the respiratory control pathway (e.g. apneustic center, diaphragm etc.). Tables were connected with green and red ropes indicating excitatory or inhibitory effects, respectively. Students were presented with various scenarios (e.g. diabetic ketoacidosis) and asked to predict and illustrate the scenario's effect on subsequent steps in the respiratory pathway by waving the appropriate connecting rope. The next table would continue the pattern in order to simulate the collective physiological adaptation of the respiratory pathway. 30 first-year medical students participated in this study. Following the activity, 25 out of the 30 participants completed an optional survey. The survey aimed to assess the benefits of adding this activity to our first-year medical curriculum in order to build a foundational understanding of the physiology of respiration. Responses were overwhelmingly favorable, and participants reported that playing the game significantly improved their perceived understanding of the physiology of respiratory control. All but one of the participants recommended using the activity in future classes. Because the small size of the study group may limit generalizability, future larger scale studies are planned.

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Section: Discussionmentioning

confidence: 91%

A novel, interactive game to improve understanding of respiratory control pathways in first-year medical students

Kane

Hansen

Lewis

2022

Advances in Physiology Education

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“…Conversely, students from TDL exhibit relative increases in intrinsic value and self-efficacy in early adolescence, while older students in TDL report decreases. For the latter, the approaching end of secondary education and upcoming examinations might equally create additional stress and pressure that might negatively affect their motivation (Raufelder et al, 2018). Additionally, considering the premises of stageenvironment fit theory, it is perhaps no wonder that we continuously see those motivational declines: While students in adolescence continuously strive for more autonomy in their lives, conventional TDL environments often do too little to satisfy adolescents' needs, such as their need for autonomy .…”

Section: Discussionmentioning

confidence: 99%

The role of the learning environment in adolescents’ motivational development

Raufelder

Kulakow

2021

Motiv Emot

Self Cite

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Past research has continuously shown that motivation in school declines across adolescence. To counteract potential declines in educational practice, the present study examines the motivational development of early and middle adolescent students within one school year and across two distinctive learning environments: a conventional teacher-directed learning environment and an individualized student-directed learning environment based on competency matrices. Based on a sample of 1153 (Mage = 13.97, SD = 1.37, 49% girls) students from grades 7 to 10, latent change analyses were conducted to examine within-school year changes in general self-efficacy and intrinsic value. Significant interaction effects of age and learning environment suggest that motivational trajectories may diverge from the consistent motivational declines that have been demonstrated by past research. Students from both learning environments differed in their general self-efficacy, but not in their intrinsic value.

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“…Furthermore, stress is associated with other psychological problems such as uncertainty, anxiety, and poor emotional regulation (Boelen, 2019 ; Weiss et al, 2019 ). Stress among students is caused not only by academic issues, but by environmental and social factors (Raufelder et al, 2018 ). Some of the stressors that adolescents may currently face are: prolonged isolation, fear of infection, frustration, boredom, inadequate access to information, lack of personal space at home, financial problems, lack of face‐to‐face contact with classmates, friends, and teachers/professors (Wang et al, 2020 ).…”

Section: Student Distress During the Pandemicmentioning

confidence: 99%

Psychological distress of COVID‐19 pandemic and associated psychosocial factors among Mexican students: An exploratory study

Arriaga

González-Ramírez

Roca-Chiapas

et al. 2021

Psychology in the Schools

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COVID‐19 related social isolation measures and school closures have likely increased students' stress levels. In our study, we assess the level of psychological distress and psychosocial factors among students in Mexico at the beginning of the pandemic. We conducted a cross‐sectional exploratory study with 848 participants, the majority undergraduate or postgraduate (79.7%). Participants completed the Impact of Event Scale‐Revised to measure emotions, and a COVID‐19 questionnaire. We conducted a logistic regression analysis to find variables associated with stress: 36% (n = 309) had elevated stress, 31.4% (n = 266) anxiety, and 18.2% (n = 154) sadness often or all the time. Those who identified as women and reported a reduction in their incomes also reported a higher stress level. Stress was positively correlated with anxiety, anger, sadness, days in isolation, and hours watching TV daily; and negatively correlated with relaxation and happiness. The variable most strongly correlated with stress was a high perception of infection risk. Our findings will inform mental health strategies for students who are at higher risk of stress due to the COVID‐19 pandemic response.

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How classmates' stress affects student's quality of motivation

Cited by 12 publications

References 60 publications

A novel, interactive game to improve understanding of respiratory control pathways in first-year medical students

A novel, interactive game to improve understanding of respiratory control pathways in first-year medical students

The role of the learning environment in adolescents’ motivational development

Psychological distress of COVID‐19 pandemic and associated psychosocial factors among Mexican students: An exploratory study

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