What is the process of personal growth? Introducing the Personal Growth Process Model

Maurer, Mia M.; Maurer, Jason; Hoff, Eva; Daukantaité, Daiva

doi:10.1016/j.newideapsych.2023.101024

Cited by 7 publications

(5 citation statements)

References 58 publications

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“…Achievement goal orientation has a certain positive effect on individual learning engagement in the context of collectivist culture. 31,32 These studies indicate that even the impact of achievement goal orientation convergence on learning strategies may not be entirely positive, and the avoidance of achievement goals may not be entirely negative. It is likely related to the cultural attributes of the learning context and the need to learn contextualized goals, as well as to the individual's achievement goal orientation development.…”

Section: Achievement Goal Orientation Learning Strategies and Academi...mentioning

confidence: 91%

“…The research has found that achievement goal orientation has cultural differences in its impact on learning, where performance goal orientation has a certain positive effect on individual learning engagement in the context of collectivist culture. 31,32 Moreover, students' achievement goal orientations are unstable, influenced by the requirements of mastering knowledge and competitive situations, their achievement goal orientation may also change. 58,59 From this perspective, the occurrence of inconsistent results may also be caused by the different learning period or learning situation.…”

Section: The Questions Hypotheses and Purposesmentioning

confidence: 99%

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Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade

Zhong,

Wen,

2023

PRBM

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Background Previous cross-sectional studies were on the basis of three categories of achievement goal orientation; therefore, it is not yet possible to fully examine whether achievement goal orientation affects academic engagement through learning strategies and self-efficacy and whether those effects vary by grade. Then, it is necessary to further explore whether different achievement goal orientations affect academic engagement through the mediation of learning strategies and academic self-efficacy from the perspective of integration of achievement goal orientation theory and social cognitive theory under the premise of four classifications of achievement goal orientation, if so, whether there is consistent-path structure between grades. Methods Participants were 1429 high school students (647 male,782 female) were token as subjects through cluster sampling. The Achievement Goal Orientation Scale, Learning Strategies Scale, Academic self-efficacy Scale,and Academic Engagement Scale were used to measure achievement goal orientations, learning strategies, academic self-efficacy and academic engagement. Results The mastery approach, performance approach, and performance avoidance indirectly predicted academic engagement through the chained mediated effects of learning strategies and academic self-efficacy, respectively. There were no direct or indirect predictive effects of mastery avoidance on students’ academic engagement. The path structure constructs were consistent across grades, except for grade differences in the predictive relationships between mastery approach on learning strategies and mastery avoidance on learning strategies. Conclusion As external achievement goals originate from others, regardless of valence approach or avoidance, performance goals indirectly orient academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. As internal achievement goal originates from the individual itself, the mastery approach not only directly but also indirectly orients academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. The path structure remains consistent but local relations vary across school years in China. Finally, the possible psychological mechanisms of goal orientations are discussed.

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Section: Achievement Goal Orientation Learning Strategies and Academi...mentioning

confidence: 91%

Section: The Questions Hypotheses and Purposesmentioning

confidence: 99%

Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade

Zhong,

Wen,

2023

PRBM

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“…To add to this, shared family leisure must create a psychologically safe atmosphere ( Duran, 2017 ; Caldwell and Witt, 2018 ), in which one’s emotions can be unambiguous, authentic, and henceforth a context that allows one to show one’s own vulnerability. Such vulnerability helps to create bonds with others who are equally vulnerable and who are the first to respect each other’s intrinsic worth ( Maurer et al, 2023 ). Therefore, shared leisure time in which there is assertive communication ( Robles et al, 2021 ) can help parents to be more aware of and attuned to the needs of their adolescent children ( Sharp et al, 2006 ), fostering most notably the promotion of behavioral and emotional autonomy.…”

Section: Family Leisure and Adolescent Autonomy Developmentmentioning

confidence: 99%

“…Research focused on the adolescent population emphasizes a model of positive development, which seeks to identify, understand, and strengthen the factors that increase the capacity of adolescents to maintain and improve their health and wellbeing. While health is understood from the combination of social, physical, and mental domains ( World Health Organization [WHO], 2006 ), the concept of wellbeing broadens its hedonic meaning to eudaimonic ( Appelqvist-Schmidlechner et al, 2023 ; Maurer et al, 2023 ), in that it emphasizes the potential of the person to engage and fulfill oneself, as well as develop and find meaning in one’s life ( Ryan and Deci, 2001 ). Consequently, the approach centered on the vision of a passive adolescent with deficiencies or incapacities who needs protection from risk behaviors ( Lerner et al, 2009 ), has been overtaken by one that considers the adolescent as an active agent and values his or her potential ( Seligman and Csikszentmihalyi, 2000 ; Gagné and Vansteenkiste, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Potential connection between positive frustration in family leisure time and the promotion of adolescent autonomy

Rivas,

Albertos

2023

Front. Psychol.

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Family relationships during leisure time in adolescence have the potential to promote positive development, particularly in terms of autonomy. However, the scientific literature that links specifically positive family leisure to the development of adolescent autonomy is scarce, and lower when analyzing the role of frustration in leisure time. Grounded in Self-Determination Theory (SDT) this article examines the potential relationship between positive frustration in family leisure time and the promotion of adolescent autonomy. For that purpose, the manuscript addresses four objectives to be discussed consecutively: (1) to delimit the concept of adolescent autonomy and point out the difficulty of parental support; (2) to explore positive frustration, a concept aligned with Csikszentmihalyi’s theory of flow, as a construct that can promote socio-emotional development in adolescence; (3) to describe the components of family leisure; and (4) to understand how the experience of optimal frustration may be linked to the development of adolescent autonomy during family leisure time. From this central question, several additional inquiries emerge: the interplay of frustration and failure in adolescence, the importance of parents and adolescents spending quality time together, the enjoyment in structured family leisure time, the autonomy-supportive parenting in leisure time activities in relation to daily activities, the need to strengthen adolescent bonds developed in infancy, and the complexity of paternal and maternal autonomy granting.

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“…Research focused on the adolescent population emphasizes a model of positive development, which seeks to identify, understand, and strengthen the factors that increase the capacity of adolescents to maintain and improve their health and wellbeing. While health is understood from the combination of social, physical, and mental domains (World Health Organization [WHO], 2006), the concept of wellbeing broadens its hedonic meaning to eudaimonic (Appelqvist-Schmidlechner et al, 2023;Maurer et al, 2023), in that it emphasizes the potential of the person to engage and fulfill oneself, as well as develop and find meaning in one's life (Ryan and Deci, 2001). Consequently, the approach centered on the vision of a passive adolescent with deficiencies or incapacities who needs protection from risk 10.3389/fpsyg.2023.1258748 behaviors (Lerner et al, 2009), has been overtaken by one that considers the adolescent as an active agent and values his or her potential (Seligman and Csikszentmihalyi, 2000;Gagné and Vansteenkiste, 2013).…”

Section: Introductionmentioning

confidence: 99%

Parental Influence on Child Social and Emotional Functioning

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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What is the process of personal growth? Introducing the Personal Growth Process Model

Cited by 7 publications

References 58 publications

Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade

Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade

Potential connection between positive frustration in family leisure time and the promotion of adolescent autonomy

Parental Influence on Child Social and Emotional Functioning

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