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Pregled bibliografske jedinice broj: 704474

The role of motivation and academic social context in study-related flow and burn-out


Ljubin Golub, Tajana; Olčar, Diana; Rijavec, Majda
The role of motivation and academic social context in study-related flow and burn-out // 7th European conference on positive psychology
Amsterdam, Nizozemska, 2014. (poster, međunarodna recenzija, sažetak, znanstveni)


Naslov
The role of motivation and academic social context in study-related flow and burn-out

Autori
Ljubin Golub, Tajana ; Olčar, Diana ; Rijavec, Majda

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Skup
7th European conference on positive psychology

Mjesto i datum
Amsterdam, Nizozemska, 01.-04.07.2014

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Flow; burn-out; learning climate; learning motivation; self-determination theory

Sažetak
The aim of the study was to explore the role of motivation and academic social context in study- related flow and burn-out from the self- determination theory standpoint. Four questionnaires were administered to 213 students from University of Zagreb: Learning Climate Questionnaire (LCQ, Williams & Deci, 1996), Study related flow inventory (modified WOLF, Bakker, 2008), Self-Regulation Questionnaire – Academic Domain (SRQ-A ; Ryan i Connell, 1989) and Study- related Burnout Inventory (modified OLBI, Demereuti, et al. 2010). It was hypothesized that higher perceived autonomy would positively predict the more autonomous types of motivation which will in turn be related to more frequent study-related flow and less study-related burnout. In order to evaluate how closely a theoretical model fits an actual data set Structural Equation Modeling (SEM) techniques were used to test the proposed model. The results of the study suggest that students who perceived their teachers as providing more autonomy support are likely to experience more study related flow and less study related burnout. Second, autonomy support from teachers was a significant predictor of students’ autonomous learning motivation. Also, students’ autonomous learning motivation partially mediated the relation of autonomy support from teachers to their own study related experiences of flow and burnout. The study has significant implications for educational theory and practice.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



POVEZANOST RADA


Ustanove
Učiteljski fakultet, Zagreb