The Influences of Adverse Childhood Experiences and Social Support on Male Teenagers' Gaming Motivation: A Moderated Network Analysis.

INTRODUCTION: Strong gaming motivations can lead to gaming-related health problems, but how gaming motivations are formed is unclear. Therefore, we examined the impact of early life experiences on gaming motivations. METHODS: Questionnaire data on the gaming motivations, adverse childhood experiences, and social support of 2,171 teenaged online game players were modeled using moderated network analysis. RESULTS: All adverse childhood experience components positively correlated with achievement and escapism motivations (weight range: 0.08-0.40). Social support from friends (weight = -0.04) negatively moderated the relationship between achievement motivation and other adverse childhood experiences and positively moderated (weight = 0.01) the relationship between escapism motivation and familial dysfunction. DISCUSSION: The findings indicate that adverse childhood experiences foster negative gaming motivations. Additionally, social support moderates the relationship between adverse childhood experiences and gaming motivations. These findings offer valuable insights that nursing practitioners can apply to gaming-related health problem interventions and prevention in teenagers.

Role of emotional creativity and achievement motivation on trauma symptoms among university students.

The aim of this study was to understand the levels of trauma symptoms and the mediating role of achievement motivation, along with emotional creativity, among university students. Many students from various faculties exhibit diverse levels of academic motivation due to their program structures. However, the traumatic experiences faced by students and the subsequent post-traumatic symptoms can lead to various psychosocial and emotional consequences, potentially impacting their emotional creativity and achievement motivation. The present study employed a quantitative approach, utilizing measures to assess emotional creativity, achievement motivation, and trauma symptoms within the sample. The sample under investigation comprised 337 undergraduates from nine different faculties at the University of Peradeniya, Sri Lanka. The study's results indicated a significant correlation between emotional creativity and achievement motivation. While emotional novelty did not display a significant correlation with achievement motivation, emotional effectiveness and authenticity did show such a correlation. Notably, hyperarousal, as a trauma symptom, exhibited a negative correlation with achievement motivation. The study identified both direct and indirect impacts of emotional creativity on achievement motivation. The findings from the regression analysis suggested that the impact of emotional creativity on achievement motivation falls between higher and lower levels. Furthermore, the study concluded that trauma symptoms mediate the relationship between emotional creativity and achievement motivation among undergraduates.

The influence of challenge research stressors on research creativity among Chinese doctoral students: a mediated moderation model.

The research creativity of doctoral students is not solely fueled by their intrinsic motivation, but also thrives in an environment that offers challenging research opportunities, substantial support, and feedback from significant others. Based on the job demands-resources model, this study aims to explore the impact of challenge research stressors on the research creativity of Chinese doctoral students. A mediated moderation model was constructed to examine the mediating effect of achievement motivation and the moderating effect of supervisor developmental feedback on the relationship between challenge research stressors and research creativity. A total of 538 valid questionnaires were collected from doctoral students using convenience sampling and snowball sampling. The questionnaires included the Challenge Research Stressors Scale, the Research Creativity Scale, the Achievement Motivation Scale, and the Supervisor Developmental Feedback Scale. Regression analyses, bootstrap testing, and simple slope analyses were used to estimate the various relationships. The findings indicated that challenge research stressors had a positive effect on doctoral students' research creativity. Supervisor developmental feedback positively moderated the impact of challenge research stressors on the achievement motivation and research creativity of doctoral students. Achievement motivation partially mediated the influence of challenge research stressors on doctoral students' research creativity, and further fully mediated the interaction effect of challenge research stressors and supervisor developmental feedback on doctoral students' research creativity. These findings contribute not only to our understanding of the mechanisms and boundary conditions through which challenge research stressors impact the research creativity of doctoral students, but also provide valuable insights into how to stimulate and maintain their research creativity.

The effects of online game addiction on reduced academic achievement motivation among Chinese college students: the mediating role of learning engagement.

Introduction: The present study aimed to examine the effects of online game addiction on reduced academic achievement motivation, and the mediating role of learning engagement among Chinese college students to investigate the relationships between the three variables. Methods: The study used convenience sampling to recruit Chinese university students to participate voluntarily. A total of 443 valid questionnaires were collected through the Questionnaire Star application. The average age of the participants was 18.77 years old, with 157 males and 286 females. Statistical analysis was conducted using SPSS and AMOS. Results: (1) Chinese college students' online game addiction negatively affected their behavioral, emotional, and cognitive engagement (the three dimensions of learning engagement); (2) behavioral, emotional, and cognitive engagement negatively affected their reduced academic achievement motivation; (3) learning engagement mediated the relationship between online game addiction and reduced academic achievement motivation.

Children's Lived Experiences of Wellbeing at School in England: a Phenomenological Inquiry.

This phenomenological inquiry investigated children's wellbeing experiences at school, including their hedonic (feeling good) and eudaimonic (doing good) accounts, a distinction often overlooked. Further, while phenomenological inquiries of children's mental ill-health exist, wellbeing, a fundamental part of mental health, is neglected. This is at odds with positive psychology which favours strengths-based approaches to studying human development. Phenomenology provides rich detail, facilitating deeper understanding of why and how certain factors affect wellbeing, as described by children themselves. A sample of 15 children (aged 9-11), attending one English primary school broadly representative of the national socio-demographic, engaged in interviews. Children's experiences of 'feeling good' at school were characterised by: an interdependence on peers' emotional states (described as 'a domino effect'), a need to feel cared for by, and trust, adults, and desire for autonomy over their time. Children attributed mistrust in adults to adults disregarding seemingly incidental events which felt significant to children. Children experienced 'doing well' as equating to academic attainment, conveying a fixation with test scores, using language of 'correctness' and efficiency. Shame pervaded when 'correctness' was not achieved, with children describing being ridiculed for poor test scores. Recommendations for schools to support children's hedonia include prioritising wellbeing curricula and emotional literacy, greater staff reflexivity, and prioritisation of pupil voice. To foster children's eudaimonia, recommendations include the need for teachers to provide formative, personalised feedback for pupils focused on the learning process, and the need for Government to embrace a range of ways pupils can feel successful beyond academic attainment. Supplementary Information: The online version contains supplementary material available at 10.1007/s12187-023-10016-2.

Inquiring about Loss Aversion of Achievement Value.

According to the achievement motivation theory, in achievement context, students may have to not only approach success/gain (e.g., strive to get a better grade) but also avoid failure/loss (e.g., avoid performing worse). However, these two types of achievement motivation have often been investigated separately. In contrast, loss aversion, a central argument in prospect theory, posits that avoiding losses has a greater impact on preferences than does approaching gains; suggesting that gain approach and loss avoidance should be treated as asymmetric forces that can be analyzed simultaneously to study approach to gain and avoidance to loss among students in terms of grades. The main purposes of this study were to propose an alternative measure to frame the dynamic evaluation process in the context of achievement that considers students' sensitivity to performance change, and to further investigate students' loss aversion in relation to grades through intrapersonal and interpersonal comparisons. A total of 41 and 72 college students participated in study 1 and study 2, respectively. One-way repeated measure ANOVA was conducted for the former sample while the single sample t-tests and independent sample ANOVA were used for the latter. Through the implementation of this alternative measure, the results revealed that (1) college students were more sensitive to performance changes than to their current or final performance, and (2) loss aversion was dependent on the referents. Students were averse to interpersonal loss, but not to intrapersonal loss. These findings indicate the usefulness of the proposed measure for investigating the asymmetric responses between two types of achievement motivation, and the proposed measure can be used to extend and revise the explanatory boundaries of prospect theory and self-discrepancy theory.

The effects of positive leadership on quality of work and life of family doctors: The moderated role of culture.

Background: Quality of work and life (QWL) of family doctors is highly valued in improving access and equity of healthcare; however, the current low level of QWL in many countries and regions needs to be improved urgently. Methods: This study explored the effect of positive leadership on the QWL of family doctors, as well as the moderating role of culture, via analysis of data from 473 valid questionnaires of family doctors in China as a sample using SEM, hierarchical linear regression, and a simple slope test. Results: The empirical results show that positive leadership promoted the QWL of family doctors by improving their achievement motivation and coordinating supportive resources. In addition, our hierarchical linear regression analysis found that the interactive items of positive leadership and culture had a positive effect on achievement motivation (ß (a)  = 0.192), QWL (ß (b)  = 0.215) and supportive resources (ß (c)  = 0.195). Meanwhile, culture had a moderated mediating effect on the relationship between positive leadership and QWL via the achievement motivation of family doctors and supportive resources. Conclusion: These findings suggest that the interaction among multiple factors, including environmental factors, individual physiological features and culture, may influence the impact of positive leadership on the QWL of family doctors. The possible reasons of these findings and theoretical and practical implications are discussed in this study.

Unraveling the complexity of the associations between students' science achievement, motivation, and teachers' feedback.

In recent decades, national science achievement in Greece is following a declining trend. A commonly held assumption is that achievement declines may occur either due to low quality teaching practices or due to students' low motivation. While motivational beliefs have been linked with achievement, there is not enough evidence connecting these motivational constructs with teachers' feedback, which can play an important role in nurturing both students' motivation and achievement. Given that less is known about how these variables collectively function in predicting students' science achievement, the present study draws upon the Greek (N = 5,532 students, N = 211 schools) PISA 2015 dataset to address this issue. A serial multiple mediation multilevel structural equation model was deployed. The results illustrated that the association between feedback and science achievement was partially mediated by the complex network of associations between students' motivational beliefs. Intrinsic motivation was the strongest predictor of achievement, while feedback positively predicted students' motivational beliefs. Unexpectedly, feedback was a negative predictor of achievement both at the individual and school level. The results suggest that interventions are needed to target specifically teachers' feedback practices and intrinsic motivation.

Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney.

This tribute celebrates the distinguished scholarship and extraordinary life of Dennis Michael McInerney, who passed away in Hong Kong on May 20th, 2022. It is a testimony of his impact on our professional and personal lives while highlighting the multitude and depth of his scholarly contributions. McInerney was one of those thinkers who invited us to reconsider how we conceptualize, assess, and apply scientific investigations in our teaching and learning practices. He authored and co-authored numerous widely used books and published numerous research articles in peer-refereed journals. During his remarkable career, McInerney dedicated a significant part to researching the problems associated with studying culture and uncovering how culture is a missing link in most motivation research. He believed there was a noteworthy need to conduct Indigenous educational research to understand the extent to which mainstream motivation theories apply to culturally diverse groups and stand up to cross-cultural testing scrutiny. McInerney's influence and impact will transcend future generations of research, given the gravity of his scholarly contributions.

The Effect of Parental Autonomy Support on Grit: The Mediating Role of Basic Psychological Needs and the Moderating Role of Achievement Motivation.

Purpose: Grit plays a critical role in the academic achievement and future career success of college students. The family environment has an important influence on the development of individual grit, but the mechanisms linking family and grit are not well known. To further understand these relationships, this study sought to explore the mediating role of basic psychological needs between parental autonomy support and grit, and the moderating role of achievement motivation. Methods: The present study model was developed according to the proposed hypotheses and was analyzed using structural equation modeling. A total of 984 college students in Hunan Province, China participated in the present study. The following tools were used: Perceived Parental Autonomy Support Scale, Basic Psychological Needs Scales, Short Grit Scale, and Achievement Motivation Scale. Results: Parental autonomy support was positively correlated with basic psychological needs and grit, and both basic psychological needs and achievement motivation were positively correlated with grit. Basic psychological needs mediated the effect of parental autonomy support on grit. Achievement motivation moderated the second half of the path of the mediation model. Conclusion: Parental autonomy support influences perseverance through the mediation of basic psychological needs, and achievement motivation plays a moderating role. Findings of this study reveal the influence of family environment on grit, and give reference to the development of grit.

The Relationship between Short Video Flow, Addiction, Serendipity, and Achievement Motivation among Chinese Vocational School Students: The Post-Epidemic Era Context.

Since the COVID-19 outbreak, people have been spending more time in the online world because of restrictions on face-to-face communication due to epidemic prevention controls. This has also brought the issue of Internet addiction, including the overuse and negative effects of short videos, to the forefront of attention. Past research has found that Internet addiction has a negative impact on well-being. However, there is a special concept of positive emotion called "serendipity" (). Serendipity provides a small, fleeting but positive experience, yet it is often associated with negative perceptions from an outside perspective. However, the relationship between short video addiction and serendipity is not yet known. Based on this, a theoretical model was developed in the context of the I-PACE model. To understand the relationship between short video addiction and serendipity among college students, in this study, we conducted snowball sampling and distributed online questionnaires using the Wenjuanxing platform. The target population of the questionnaire distribution was vocational college students in China, of whom 985 valid study participants responded, yielding a valid return rate of 82.1%. Of the respondents, 410 (41.6%) were male and 575 (58.4%) were female. The results were as follows: a. short video flow had a positive relationship with serendipity, a negative relationship with achievement motivation, and a positive effect on short video addiction; b. short video addiction had a positive effect on serendipity and a negative effect on achievement motivation; and c. serendipity had a negative impact on achievement motivation. This shows that short video addiction, like other Internet addictions, can have a negative impact on students' learning.

School climate and left-behind children's achievement motivation: The mediating role of learning adaptability and the moderating role of teacher support.

School climate has been reported to have an important impact on children's achievement motivation, but the mechanism for the impact of school climate on left-behind children has not been fully explored. The purpose of this study is to investigate the roles of left-behind children's learning adaptability and teacher support in mediating and moderating the relationship between school climate and achievement motivation. In this study, 1,417 left-behind children were surveyed. The results showed that: (1) after controlling for gender and age, the school climate still had a positive effect on the achievement motivation of left-behind children (c' = 0.177, p < 0.001). (2) School climate perceived by left-behind children directly predicted their achievement motivation, and indirectly through their learning adaptability (a1 = 0.338, p < 0.001; b = 0.341, p < 0.001). In other words, left-behind children's learning adaptability may play an intermediary role between school climate and achievement motivation. (3) The indirect effect of school climate on achievement motivation through learning adaptability was moderated by teacher support (a2 = 0.153, p < 0.001), and this indirect effect was more significant for left-behind children who perceived high teacher support. The research reveals the importance of school climate and teacher support to the growth and development of left-behind children, thus holding theoretical significance for improving the achievement motivation of left-behind children.

Relationship among clinical practice environment, creative self-efficacy, achievement motivation, and innovative behavior in nursing students: A cross-sectional study.

BACKGROUND: Innovation is essential to advance nursing and health care. However, few studies have focused on innovative behavior of nursing students. OBJECTIVES: The purpose of this study was to explore the mediating effects of creative self-efficacy and achievement motivation on the relationship between clinical practice environment and innovative behavior in Bachelor of Science in Nursing (BSN) students. DESIGN: A descriptive cross-sectional study using an online questionnaire. SETTING: Participants were recruited online from five practice hospitals in Henan Province, China. PARTICIPANTS: A total of 588 BSN students enrolled in the study. METHODS: The participants completed the innovative behavior questionnaire, the clinical practice environment scale, the achievement motivation scale, and the creative self-efficacy scale online in 2022. SPSS PROCESS macro was used for data analysis. The reporting followed the STROBE checklist. RESULTS: A total of 499 valid questionnaires were collected. A positive clinical practice environment was associated with more innovative behavior, and this relation was partially mediated by creative self-efficacy and motive to avoid failure. CONCLUSION: Our study complements the evidence on the mechanism of action between the clinical practice environment and innovative behavior. Our findings have important implications for nursing educators to develop education strategies to inspire nursing students to pursue innovations in school and clinical settings.

Dropout intentions in secondary education: Student temperament and achievement motivation as antecedents.

INTRODUCTION: As early school leaving and dropping out from education pose a challenge for later life adjustment, it is important to identify antecedent factors for the risk of school dropout to tailor individual support for adolescents. Consequently, this study examines the role of adolescents' motivational beliefs and behaviors (i.e., success expectations, planning, and task-avoidance) as well as their temperament (i.e., extraversion/surgency, negative affectivity, effortful control, and affiliativeness) in their dropout intentions in the first year of upper secondary education. METHODS: Participants were Finnish adolescents' (n = 536; 57% girls, mean age 12.39 at outset, standard deviation = 0.35) and their motivational beliefs and behaviors were measured in Grades 6 and 9. Their temperament was also measured in Grade 9. As for dropout intentions, they were measured in upper secondary education. The effects of gender, academic achievement, task value, and educational track were controlled for in the analyses. RESULTS: The results of latent growth modeling showed that, of motivational beliefs and behaviors, high success expectations and low task avoidance independently predicted lower dropout intentions. Success expectations in Grade 6 also mediated the effects of extraversion/surgency, negative affectivity and effortful control on subsequent school dropout intentions, whereas an increase in task avoidance in lower secondary school was a mediator between extraversion/surgency and dropout intentions. CONCLUSIONS: Our study provides novel understanding about how temperament is linked with motivational beliefs and behaviors and what roles they together play in subsequent school dropout intentions. Supporting students with different temperaments and achievement motivations would be important to prevent adverse consequences for both the individual and society.

Effect of Achievement Motivation and Self-Efficacy on General Well-Being among Students at Normal Universities in Ningxia: The Mediating Role of Time Management.

General well-being is a positive evaluation of one's mental health, which is an important topic in mental health. General well-being is fundamental to the positive development of young people. A thorough understanding of the factors that influence happiness have not yet been developed for students at normal universities in Ningxia Province in China. This study examined the mediation effects of time management on the relationship between achievement motivation, self-efficacy, and general well-being among students at normal universities in Ningxia Province in China. Using a random sampling, 163 participants (68 males and 95 females) completed the Achievement Motivation Scale (AMS), General Self-efficacy Scale (GSES), Time Management Questionnaire (TMQ) and General Well-being Scale (GWBS). Achievement motivation, self-efficacy, and time management were positively correlated with general well-being. The mediation effects of time management on the relationships between achievement motivation, self-efficacy, and general wellbeing (0.169 and 0.447) were demonstrated. These results add to the nuanced relationship between self-efficacy, achievement motivation, and general well-being. According to the Achievement Motivation Theory and the Self-efficacy Theory, this study reveals the role of achievement motivation, self-efficacy on general well-being and the mediating effect of time management in the relationship between achievement motivation, self-efficacy, and general well-being. According to the findings, the school can carry out a series of lectures and tutoring activities to enhance students' achievement motivation, self-efficacy, time management, and general well-being.

The long-term effects of school education on further education: a longitudinal view on motivation and behaviour in youth and adulthood.

As school learning should enable people to self-determine their own lives, its long-lasting relevance for participation in further education is an essential outcome. Contemporary adult education research shows that beliefs and memories from one's school years have an impact on the motivation to pursue further education in working life. However, almost no longitudinal research exists that investigates the long-term forces behind adults' motivation to educate themselves. Hence, the present study examined whether students' learning-related behaviour, cognitions and emotions that developed in their school years are related to the subjective value they place on further education, their expectations of success in solving further learning tasks, and thus the likelihood of participating in further education. Corresponding structural equation analyses on data from the German panel study LifE (n = 1,110) revealed that the learning behaviour, ability self-concept and test anxiety at the age of 12, along with their individual change between the ages of 12 and 16, are associated in different ways with the attainment value and subjective costs placed on further education and expectations of success at the age of 35. In contrast, no influence of youth characteristics on the likelihood of participating in further education could be found. The findings indicate that especially the development of learning-related cognitions and emotions in secondary school is sustainably related to the individual's success expectancy and achievement value of further education. Long-term dependencies should be further investigated with regard to academic domains and socio-economic pathways.

The influence of achievement motivation on college students' employability: A chain mediation analysis of self-efficacy and academic performance.

Employability of college students has been attached great importance by higher education institutions, employers, and governments because college graduates are the strategic human resource for the sustainable growth of universities, organizations, and countries across the world. It is also receiving growing attention from academic community. This study aimed to examine the psychological mechanism that impacts college students' employability. It adopted an empirical approach by collecting data from 646 final-year students from 9 universities in the mainland of China. SPSS 25.0 was used for description, correlation, and regression analysis. AMOS 24.0 was utilized for path analysis. Model 6 Bootstrap method of PROCESS Version 3.5 was adopted for mediation analysis. The results showed that achievement motivation positively predicted self-efficacy, academic performance, and employability among undergraduates. Participants' self-efficacy did not significantly impact their employability or play a mediating role in the relationship between achievement motivation and employability, while academic performance was a significant mediator of this association. Self-efficacy and academic performance served as chain mediators in the prediction of achievement motivation on college students' employability. After controlling gender and family residence, achievement motivation still had significant and positive impact on employability of college students. This research made several noteworthy contributions to the existing studies on college students' employability and provided insight for practitioners in strengthening their employability through these psychological constructs.

Students' Emotional Well-being and Academic Functioning Before, During, and After Lockdown in Germany: Cohort Study.

BACKGROUND: The COVID-19 lockdowns have led to social detriments and altered learning environments among university students. Recent research indicates that such ramifications may engender various impairments to students' mental health. However, such research has major limitations, such as the lack of a prepandemic control measure, the focus on singular well-being parameters, or the investigation of only the early phases of the pandemic. OBJECTIVE: To address these research gaps, this comprehensive and nationwide study compared 3 student cohorts (aged 17-48 years) in Germany: a prepandemic cohort (January-February 2020), a postlockdown cohort (May 2020-July 2020), and an intralockdown cohort (January-February 2021) regarding students' general emotional well-being and academic functioning. It was hypothesized that, because of rigorous lockdown-related restrictions, students in the intralockdown cohort would report diminished general emotional well-being compared with the other cohorts. Furthermore, because of ongoing remote learning since the beginning of the pandemic, it was expected that students' academic functioning would decrease across all 3 cohorts. METHODS: The data collection was performed over 3 consecutive semesters (fall semester 2019-2020, spring semester 2020, and fall semester 2020-2021). Students were surveyed on the web on various aspects regarding their general emotional well-being (eg, stress and general well-being) and academic functioning (eg, concentration and study-related flow). Data analyses were performed using multivariate ANOVAs. RESULTS: A total of 787 students participated in this study. Results indicated higher general well-being in the postlockdown cohort than in the intralockdown cohort (P=.02). As for students' academic functioning, our results revealed that students in the prepandemic cohort reported higher study-related flow (P=.007) and concentration (P=.001) than those in the intralockdown cohort. In addition, students reported higher flow (P=.04) and concentration (P=.04) in the postlockdown cohort than those in the intralockdown cohort. No cohort effects were revealed for other aspects of general emotional well-being (eg, perceived stress) and academic functioning (eg, procrastination). CONCLUSIONS: This study indicates that students' general emotional well-being as well as motivational and attentional components of academic functioning can be impaired owing to the COVID-19 lockdowns and ongoing remote learning formats. The necessity and design of interventional programs remedying such effects in light of the ongoing crisis need to be addressed.

Relationships between Perfectionism, Extra Training and Academic Performance in Chinese Collegiate Athletes: Mediating Role of Achievement Motivation.

There are limited studies examining the impacts of perfectionism and achievement motivation on collegiate athletes' extra training and academic achievement in a Chinese context. This study aimed to examine the association of perfectionism (five facets) with extra training and academic performance among Chinese collegiate athletes and identify the mediating role of achievement motivation (two attributes) in the relationship between perfectionism and extra training and academic performance. With a prospective study design, 243 eligible participants completed two-wave surveys from September to December 2021. Measures included demographics, perfectionism (concern over mistake, CM; doubts about action, DA; personal standard, PS; organization; parental expectation, PE), achievement motivation (motive for success, MS; motive for avoiding failure, MF), extra-training (minutes/week), and academic performance (GPA). Results showed that CM, DA, PS, and MS were associated with extra training among Chinese collegiate athletes, while the associations of DA and PS with extra training were mediated by MS. In addition, DA, PS, organization, and MS were associated with participants' GPA, while MS was a salient mediator for the contributions of DA and PS on participants GPA. Research findings give new insights to the psychological mechanisms of perfectionism and achievement motivation on collegiate athletes' extra training and academic performance, contributing to future studies in relevant domains.