Self‐engagement as a predictor of performance and emotional reactions to performance outcomes

Britt, Thomas W.; McKibben, Eric S.; Greene–Shortridge, Tiffany M.; Beeco, Adam; Bodine, Ashley; Calcaterra, Jennifer; Evers, Terri; McNab, Jessica; West, Amanda

doi:10.1348/014466609x438090

Cited by 5 publications

(12 citation statements)

References 36 publications

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“…A previous study using the FitDesk also found that light physical activity when completing a complex cognitive task increased morale using the Morale Scale (Pilcher and Baker, 2016). The weekly survey also contained six questions adapted from the Engagement Scale (e.g., sense of personal responsibility in studying, commitment to studying, completely absorbed in studying) to rate their studying at their assigned desk type using a 5-point Likert scale from strongly disagree to strongly agree (Britt et al, 2010). The Engagement Scale has been shown to be a predictor of performance in academic settings (Britt et al, 2010) and was used in a previous study with the FitDesk (Pilcher and Baker, 2016).…”

Section: Methodsmentioning

confidence: 99%

“…The weekly survey also contained six questions adapted from the Engagement Scale (e.g., sense of personal responsibility in studying, commitment to studying, completely absorbed in studying) to rate their studying at their assigned desk type using a 5-point Likert scale from strongly disagree to strongly agree (Britt et al, 2010). The Engagement Scale has been shown to be a predictor of performance in academic settings (Britt et al, 2010) and was used in a previous study with the FitDesk (Pilcher and Baker, 2016). The final portion of the weekly survey contained three questions about sleep habits (average time going to bed, average time waking up, and quality of sleep from very poor to very good).…”

Section: Methodsmentioning

confidence: 99%

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Decreasing Sedentary Behavior: Effects on Academic Performance, Meta-Cognition, and Sleep

et al. 2017

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There is growing interest in using activity workstations as a method of increasing light physical activity in normally sedentary environments. The current study (N = 117) compared the effects of studying in college students while slowly pedaling a stationary bike with a desktop with studying at traditional desks across 10 weeks in an academic semester. The students were assigned to study either on the stationary bike or at a traditional desk located in the campus library for a minimum of 2 h a week. During the 10 weeks, the students studied for tests or worked on other required academic activities while working at their assigned desk. In addition, the participants completed a pre survey, weekly surveys, and a post survey. We found that although students studying at the traditional desks reported more ease of studying and more effective studying than those using the stationary bikes, the two groups performed equally well on tests in an introductory psychology course. Moreover, the students using the traditional desks reported a decrease in sleep quality later in the semester while those using the activity workstation reported stable levels of sleep quality. The current results indicate that activity workstations could be implemented in university settings to encourage light physical activity without negatively affecting academic performance while providing possible long-term health and well-being benefits. Furthermore, the results suggests that activity workstations could be a means of combating sedentary behavior in environments where individuals are expected to sit either while waiting (e.g., doctor's waiting rooms, airports) or when completing a necessary task (e.g., the workplace, educational settings).

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Decreasing Sedentary Behavior: Effects on Academic Performance, Meta-Cognition, and Sleep

et al. 2017

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“…For example, Britt et al (2010) showed that across three domains -exam performance in a college class, voting in the 2004 Presidential elections, and completing personal projects -success (e.g., meeting or exceeding expected exam performance or voting for the winning candidate) magnified positive emotional reactions for those whose engagement was greater. After failures, people often use self-protective strategies like excuses to mute threats and reduce the negative emotional impact of the performance (Britt et al, 2010).…”

Section: Research Support For the Triangle Modelmentioning

confidence: 99%

“…For example, Britt et al (2010) showed that engagement predicted performance on a test in a college class and emotional reactions afterward. However, they did not assess antecedents of engagement nor final grades.…”

Section: Hypotheses: Engagement and Gradesmentioning

confidence: 99%

“…Academic engagement is usually described as a motivational construct that reflects a personal commitment to education (Fredricks et al, 2004;Lee & Shute, 2010). Across a variety of samples and ages, engagement is positively related to grades, mastery of material, successfully coping with performance impediments, and staying in school (Britt et al, 2010;Fredricks et al, 2004;Lee & Shute, 2010;Salanova et al, 2010). Although a number of personal and social-contextual factors have been correlated with engagement (see Lee & Shute, 2010), its conceptual underpinnings are often left to a reader's intuitive understanding of what it means to be personally invested in a task.…”

Section: Introductionmentioning

confidence: 99%

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Antecedents of academic engagement and the implications for college grades

Schlenker

2013

Learning and Individual Differences

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Competition's Role in Developing Psychological Strength and Outstanding Performance

Worrell

Knotek

Plucker

et al. 2016

Review of General Psychology

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Competition, a topic closely associated with outstanding performance, continues to be a contentious topic ( Bonta, 1997 ; Murayama & Elliot, 2012a , 2012b ), particularly in the realm of education and schooling ( D. W. Johnson & Johnson, 1987 , 2009 ). Is competition a useful or detrimental strategy for promoting outstanding performance? Does competition contribute positively to performance or should it be avoided? In this article, we took on the challenge of exploring the relationship between competition and high performance and making recommendations about how competition can be used in promoting adaptive youth development. We begin by defining competition and outstanding performance. We then discuss competition in the context of the positive psychology movement, followed by brief reviews of literature showcasing how competition is related to enhanced performance in sport, organizational settings, and academic domains. Next, we discuss competition's relationship to creativity. The article closes with a discussion of the implications of this work for practice and research. It is our hope that this work will result in increased attention to high performance psychology as an important focus for scholarship and application in a wide range of arenas, from schools and the workplace to athletic and artistic venues.

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Self‐engagement as a predictor of performance and emotional reactions to performance outcomes

Cited by 5 publications

References 36 publications

Decreasing Sedentary Behavior: Effects on Academic Performance, Meta-Cognition, and Sleep

Decreasing Sedentary Behavior: Effects on Academic Performance, Meta-Cognition, and Sleep

Antecedents of academic engagement and the implications for college grades

Competition's Role in Developing Psychological Strength and Outstanding Performance

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