Can Dysfunctional Negative Emotions Explain Students' Level of Academic Motivation in Online Learning at University?
DOI:
https://doi.org/10.18662/rrem/15.2/720Keywords:
academic motivation, dysfunctional negative emotions, multiple regression analysis, online learning, physical healthAbstract
The study highlights the association relationship between students’ academic motivation level (N=150) and the variables related to dysfunctional negative emotions and physical health. Simultaneously, we analyze whether negative dysfunctional emotions can explain the level of academic motivation, provided that physical health is controlled.
The research method used was a questionnaire-based survey. The working tools were: The Questionnaire for measuring the types of motivation regulation in the academic field (Robu & Tufeanu, 2020), The state of physical health from the Inventory of self-perceived well-being Subscale (Roşeanu & Răşcanu, 2008); Dysfunctional-Negative Emotions Subscale, from The Emotion Measurement Scale (Trip, 2007). According to the research results, the level of academic motivation (more specifically, intrinsic motivation and identification) is inversely associated with the level of negative dysfunctional emotions and directly with the state of physical health, with an average effect size.
However, in the multiple regression analysis, given that the level of health is kept constant, only the level of identification motivation can be explained by the level of dysfunctional negative emotions. In conclusion, we emphasize the role of collaboration in this topic between specialists in education and mental health.
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