Are Autonomous and Controlled Motivations School-Subjects-Specific?

This research sought to test whether autonomous and controlled motivations are specific to school subjects or more general to the school context. In two cross-sectional studies, 252 elementary school children (43.7% male; mean age = 10.7 years, SD = 1.3 years) and 334 junior high school children (49.7% male, mean age = 14.07 years, SD = 1.01 years) were administered a questionnaire assessing their motivation for various school subjects. Results based on structural equation modeling using the correlated trait-correlated method minus one model (CTCM-1) showed that autonomous and controlled motivations assessed at the school subject level are not equally school-subject-specific. We found larger specificity effects for autonomous (intrinsic and identified) than for controlled (introjected and external) motivation. In both studies, results of factor loadings and the correlations with self-concept and achievement demonstrated that more evidence of specificity was obtained for autonomous regulations than for controlled ones. These findings suggest a new understanding of the hierarchical and multidimensional academic structure of autonomous and controlled motivations and of the mechanisms involved in the development of types of regulations for school subjects.     

The Relationships between Sleep-Wake Cycle and Academic Performance in Medical Students

Survey and laboratory studies suggest that several factors, such as social and academic demands, part-time jobs and irregular school schedules, affect the sleep-wake cycle of college students. In this study, we examined the sleep-wake pattern and the role played by academic schedules and individual characteristics on the sleep-wake cycle and academic performance. The subjects were 36 medical students (male = 21 and female = 15), mean age = 20.7 years, SD = 2.2. All students attended the same school schedule, from Monday to Friday. The volunteers answered a morningness-eveningness questionnaire, the Pittsburgh Sleep Quality Index (PSQI) and kept a sleep-wake diary for two weeks. The relationships between sleep-wake cycle, PSQI, chronotypes and academic performance were analyzed by a multiple regression technique. The results showed that 38.9% of the students had a poor sleep quality according to the PSQI. When the medical students were evening type or moderate evening type the PSQI showed a tendency of poor sleep. The multiple regression analysis showed a correlation between sleep onset, sleep irregularity and sleep length with academic performance. These results suggest that chronotypes influence the quality of the sleep-wake cycle and that irregularity of the sleep-wake cycle, as well as sleep deprivation (average length was 6:52), influence the learning of college students.     

The Relationships between Sleep-Wake Cycle and Academic Performance in Medical Students

Survey and laboratory studies suggest that several factors, such as social and academic demands, part-time jobs and irregular school schedules, affect the sleep-wake cycle of college students. In this study, we examined the sleep-wake pattern and the role played by academic schedules and individual characteristics on the sleep-wake cycle and academic performance. The subjects were 36 medical students (male = 21 and female = 15), mean age = 20.7 years, SD = 2.2. All students attended the same school schedule, from Monday to Friday. The volunteers answered a morningness-eveningness questionnaire, the Pittsburgh Sleep Quality Index (PSQI) and kept a sleep-wake diary for two weeks. The relationships between sleep-wake cycle, PSQI, chronotypes and academic performance were analyzed by a multiple regression technique. The results showed that 38.9% of the students had a poor sleep quality according to the PSQI. When the medical students were evening type or moderate evening type the PSQI showed a tendency of poor sleep. The multiple regression analysis showed a correlation between sleep onset, sleep irregularity and sleep length with academic performance. These results suggest that chronotypes influence the quality of the sleep-wake cycle and that irregularity of the sleep-wake cycle, as well as sleep deprivation (average length was 6:52), influence the learning of college students.     

How Health Behaviors Relate to Academic Performance via Affect: An Intensive Longitudinal Study

Objective

This intensive longitudinal study examined how sleep and physical activity relate to university students’ affect and academic performance during a stressful examination period.

Methods

On 32 consecutive days, 72 first-year students answered online questionnaires on their sleep quality, physical activity, positive and negative affect, learning goal achievement, and examination grades. First-year university students are particularly well-suited to test our hypotheses: They represent a relatively homogeneous population in a natural, but controlled setting, and simultaneously deal with similar stressors, such as examinations. Data were analyzed using multilevel structural equation models.

Results

Over the examination period, better average sleep quality but not physical activity predicted better learning goal achievement. Better learning goal achievement was associated with increased probability of passing all examinations. Relations of average sleep quality and average physical activity with learning goal achievement were mediated by experienced positive affect. In terms of day-to-day dynamics, on days with better sleep quality, participants reported better learning goal achievement. Day-to-day physical activity was not related to daily learning goal achievement. Daily positive and negative affect both mediated the effect of day-to-day sleep quality and physical activity on daily learning goal achievement.

Conclusion

Health behaviors such as sleep quality and physical activity seem important for both academic performance and affect experience, an indicator of mental health, during a stressful examination period. These results are a first step toward a better understanding of between- and within-person variations in health behaviors, affect, and academic performance, and could inform prevention and intervention programs for university students.     

Does gender influence learning style preferences of first-year medical students?

Students have specific learning style preferences, and these preferences may be different between male and female students. Understanding a student's learning style preference is an important consideration when designing classroom instruction. Therefore, we administered the visual, auditory, reading/writing, kinesthetic (VARK) learning preferences questionnaire to our first-year medical students; 38.8% (97 of 250 students) of the students returned the completed questionnaire. Both male (56.1%) and female (56.7%) students preferred multiple modes of information presentation, and the numbers and types of modality combinations were not significantly different between genders. Although not significantly different, the female student population tended to be more diverse than the male population, encompassing a broader range of sensory modality combinations within their preference profiles. Instructors need to be cognizant of these differences and broaden their range of presentation styles accordingly.     

The Moderating Role of Autonomous Motivation on the Relationship between Subjective Well-Being and Physical Health

The purpose of this study was to investigate the moderator effects of autonomous motivation on the relationship between subjective well-being and physical health. Using a cluster sampling approach 486 students (403 female and 83 male students) were included in this study. Subjective well-being, physical health and autonomous motivation were determined by self-report measures. Data were analysed using hierarchical regression analysis and analysis of variance. The results show that high self-determination moderates the relationship between high subjective well-being and physical health. Accordingly, the best physical health was reported by participants who had high level of subjective well-being and whose behaviours were self-determined. Additional analyses have shown that the moderating effect of self-determination is based on the moderational impact of autonomous motives and not the controlling ones. Additionally, whether autonomous motivation moderates the relationship between components of subjective well-being and physical health was also tested. The findings have shown that autonomous motives moderate relationship between physical health and one component of well-being, positive affect. Consequently, a good physical health was found among participants with high positive affect and behaviours regulated by high degree of autonomous motives. Conclusion which can be drawn from these findings is that if an individual behaves autonomously then it can contribute to positive mind—body influences and support their own health.     

The Effect of Academic Load and Work Conditions on the Sympathoadrenal Function and the Indices of Heart Rhythm Regulation in 17- to 18-Year-Old Girls

The dynamics of the sympathoadrenal function and the specific features of heart rhythm regulation were studied in female students and clothing factory female workers during their adaptation to academic and work conditions. Periods of the strongest functional tension in test systems were found in first-year students: the beginning of an academic year, the end of the first semester, and a period after winter examinations, all characterized by an increase in the central-circuit and sympathetic effects on sinus rhythm, acceleration of the heart rate, activation of sympathoadrenal mechanisms, and a decrease in sympathoadrenal reserves. The comparative analysis allowed us to disclose general trends typical of females of this age group such as the relative maturity of the sympathoadrenal system (SAS) and optimum correlation between autonomic and centralized heart rhythm regulation and to reveal the differences in the character and dynamics of functional shifts caused by a specific effect of academic load and work conditions. The degree of correlation between the indices characteristic of hormonal and mediator SAS mechanisms and the statistical characteristics of heart rhythm was proposed as the criteria for estimating the functional tension of the human body.     

Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science,Mathematics or Reading

Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.     

Sleep and Academic Performance in Undergraduates: A Multi-measure,Multi-predictor Approach

The present study examined the associations of sleep patterns with multiple measures of academic achievement of undergraduate university students and tested whether sleep variables emerged as significant predictors of subsequent academic performance when other potential predictors, such as class attendance, time devoted to study, and substance use are considered. A sample of 1654 (55% female) full-time undergraduates 17 to 25 yrs of age responded to a self-response questionnaire on sleep, academics, lifestyle, and well-being that was administered at the middle of the semester. In addition to self-reported measures of academic performance, a final grade for each student was collected at the end of the semester. Univariate analyses found that sleep phase, morningness/eveningness preference, sleep deprivation, sleep quality, and sleep irregularity were significantly associated with at least two academic performance measures. Among 15 potential predictors, stepwise multiple regression analysis identified 5 significant predictors of end-of-semester marks: previous academic achievement, class attendance, sufficient sleep, night outings, and sleep quality (R²?=?0.14 and adjusted R²?=?0.14, F(5, 1234)?=?40.99, p?<?.0001). Associations between academic achievement and the remaining sleep variables as well as the academic, well-being, and lifestyle variables lost significance in stepwise regression. Together with class attendance, night outings, and previous academic achievement, self-reported sleep quality and self-reported frequency of sufficient sleep were among the main predictors of academic performance, adding an independent and significant contribution, regardless of academic variables and lifestyles of the students. (Author correspondence: ana.allen@ua.pt)     

The Payoff of Fighting in House Crickets: Motivational Asymmetry Increases Male Aggression and Mating Success

Motivational asymmetry caused by differences in subjective resource value is a key component of strategic models of aggression. We study the role of motivational asymmetry in determining differential aggression and mating success of male house crickets, Acheta domesticus. We also assess the extent to which mating differences associated with motivational asymmetry are due to direct male–male fighting vs. male–female interactions. We manipulated male motivation to compete for a mating opportunity by providing males with either no access or nightly access to females for 4 d prior to the experiment. As predicted, when males from each treatment had to compete for the female, those with lower prior access were more aggressive and mated more often. In contrast, when males from each treatment were paired individually with females, there was no significant difference in the frequencies with which they pursued, courted or mated with females. We also found no evidence for female choice based on motivational asymmetry; the rate of successful courtship did not differ between treatments. We conclude that prior mate encounter rate can generate motivational asymmetry, leading to differential mating success mediated by direct male–male aggression.     

Sexual motivation in the male rat: the role of primary incentives and copulatory experience.

Two experiments explored the motivational impact of primary incentive female cues on the operant behavior of sexually naive and experienced male rats. In the first experiment, a straight-arm runway was used to assess the subjects' motivation to approach a goalbox containing either male or female "targets." Twelve sexually naive Long-Evans males ran for: (1) an empty goalbox; (2) a male conspecific; (3) an ovariectomized (OVX) female; (4) an OVX female given estradiol; (5) or an OVX female treated with estradiol and progesterone. A perforated Plexiglas partition in the goalbox prevented the subject males from physically interacting with the targets, although olfactory, visual, and auditory cues were accessible. We hypothesized that subjects would manifest shorter run times (reflecting greater motivation) when the goalbox contained a receptive/proceptive female as opposed to a nonreceptive female target. Subjects' run times were ordered depending on the nature of the target (from slowest to fastest): empty goalbox, male conspecific, OVX female, OVX + estradiol female, and OVX + estradiol + progesterone female. As predicted, subjects ran significantly faster for a receptive/proceptive female than for a nonreceptive female, indicating that sexually naive males are inherently motivated by female precopulatory cues. In the second experiment, 30 sexually naive male subjects ran for a goalbox containing either a nonestrous (OVX) or an estrous (OVX + estradiol + progesterone) female. Following six trials, 10 males were allowed one intromission with a receptive female, 10 males experienced one ejaculation, and 10 remained sexually naive. Only those males having experienced an ejaculation subsequently decreased their run times for both nonestrous and estrous females, indicating that sexual reinforcement produced by ejaculation, but not intromission, further enhances the motivational impact of female incentive cues.     

The effects of a school development program on self-concept

School improvement programs are often assessed in terms of their effect on school climate and education outcomes. The School Development Program (SDP) of the Yale Child Study Center has been shown to have a positive influence on those two factors. We also recognize the importance of positively influencing students' affective, intra-personal, and motivational states, such as their self-evaluations. The present study examined the effects of the SDP on multiple dimensions of students' self-concepts. The Piers Harris Self-Concept Scale was administered to 174 fourth and sixth graders, half of whom attended SDP schools and half control schools. Significant positive changes in self-concept were observed among the SDP students but not among the control students. Program students also showed significantly higher self-concepts on post-test measures when compared to normative samples.     

Aerobic Fitness,Micronutrient Status,and Academic Achievement in Indian School-Aged Children

Aerobic fitness has been shown to have several beneficial effects on child health. However, research on its relationship with academic performance has been limited, particularly in developing countries and among undernourished populations. This study examined the association between aerobic fitness and academic achievement in clinically healthy but nutritionally compromised Indian school-aged children and assessed whether micronutrient status affects this association. 273 participants, aged 7 to 10.5 years, were enrolled from three primary schools in Bangalore, India. Data on participants’ aerobic fitness (20-m shuttle test), demographics, anthropometry, diet, physical activity, and micronutrient status were abstracted. School-wide exam scores in mathematics and Kannada language served as indicators of academic performance and were standardized by grade level. The strength of the fitness/achievement association was analyzed using Spearman’s rank correlation, multiple variable logistic regression, and multi-level models. Significant positive correlations between aerobic capacity (VO2 peak) and academic scores in math and Kannada were observed (P < 0.05). After standardizing scores across grade levels and adjusting for school, gender, socioeconomic status, and weight status (BMI Z-score), children with greater aerobic capacities (mL * kg-1 * min-1) had greater odds of scoring above average on math and Kannada exams (OR=1.08, 95% CI: 1.02 to 1.15 and OR=1.11, 95% CI: 1.04 to 1.18, respectively). This association remained significant after adjusting for micronutrient deficiencies. These findings provide preliminary evidence of a fitness/achievement association in Indian children. While the mechanisms by which aerobic fitness may be linked to academic achievement require further investigation, the results suggest that educators and policymakers should consider the adequacy of opportunities for physical activity and fitness in schools for both their physical and potential academic benefits.     

Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms

Women who start college in one of the natural or physical sciences leave in greater proportions than their male peers. The reasons for this difference are complex, and one possible contributing factor is the social environment women experience in the classroom. Using social network analysis, we explore how gender influences the confidence that college-level biology students have in each other’s mastery of biology. Results reveal that males are more likely than females to be named by peers as being knowledgeable about the course content. This effect increases as the term progresses, and persists even after controlling for class performance and outspokenness. The bias in nominations is specifically due to males over-nominating their male peers relative to their performance. The over-nomination of male peers is commensurate with an overestimation of male grades by 0.57 points on a 4 point grade scale, indicating a strong male bias among males when assessing their classmates. Females, in contrast, nominated equitably based on student performance rather than gender, suggesting they lacked gender biases in filling out these surveys. These trends persist across eleven surveys taken in three different iterations of the same Biology course. In every class, the most renowned students are always male. This favoring of males by peers could influence student self-confidence, and thus persistence in this STEM discipline.     

Medical Students Learn How to Read

Over a six-year period, courses in effective reading have been conducted for first-year students in the Faculty of Medicine at McGill University. Approximately one-third (about 30 students) had reading rates below 300 words per minute. Classes for this group met for two periods a week for five weeks (first term) during which time emphasis was placed on improving reading rate and comprehension, skimming, scanning and the development of sound study habits. Although no formal research has been conducted on the results of these classes, students report better study habits, less anxiety about achievement, better recall of material, maintenance of comparable academic standing with less study time, and satisfaction in knowing how to increase reading speed after formal academic training.     

Obesogenic environmental influences on young adults: Evidence from college dormitory assignments

This study utilizes a natural experiment—conditionally random dormitory assignments of first-year US college students—to investigate the influence of obesogenic environmental factors in explaining changes in weight and exercise behavior during the 2009–2010 academic year. The design addresses potential selection biases resulting from the likelihood that individuals sort into built environments that match their preferences for exercise and healthy eating. We find some evidence that the food environment, specifically access to campus dining, significantly affected the weight of female students in our study. Females assigned to dormitories where the nearest campus dining hall was closed on the weekends gained about 1 lb less over the course of the year than females assigned to dormitories near dining halls that were open 7 days a week. We also find some evidence that female who lived in close proximity to a grocery store gained less weight over the course of the year. Finally, females who lived closer to campus gym reported more frequent exercise over the course of the year. We do not find significant effects of the built environment on weight changes of males in our sample, but we are cautious to draw strong conclusions from this because the male weight change in our sample was quite small.     

Using goal orientations to understand motivation in strength training

Despite the importance that today's athletics place on strength training, research exploring the motivation of athletes in this arena is sparse. It is known that not all athletes will use the same motivational cognitions as inspiration, and these differences can be explored through achievement goal orientations. Through questionnaire data and semistructured interviews, the present study investigated how collegiate athletes maintain high levels of motivation over a period of time during strength training and explored relationships among five goal orientations: task-orientation, self-enhancing ego-orientation, self-defeating ego-orientation, social-approval orientation, and work-avoidance orientation. Subjects (N = 133), comprising 90 men and 43 women, were current varsity collegiate athletes from 15 different sports at a major Midwestern university. In addition, using a screener survey to assess achievement goal orientations, 15 subjects from the sample group who demonstrated a stronger inclination to only one achievement goal orientation were interviewed to gain a more in-depth understanding of their motivation cognitions in strength training. Results showed that the strongest achievement goal orientations reported from all athletes were task-orientation and social-approval. Additionally, five higher-order themes (significant others, improvement, competitive demands, being stronger than others, and miscellaneous) were consistent among the interviewed athletes when describing how they stay motivated during strength training. Whereas all athletes were able to describe at least one motivational strategy they employed during strength training, the dominant achievement goal orientation of some athletes influenced their motivational strategy. By employing the T.A.R.G.E.T. model (), strength coaches can foster adaptive achievement goal orientations and thereby enhance intrinsic motivation for athletes engaging in strength training.     

Moving Away from Exhaustion: How Core Self-Evaluations Influence Academic Burnout

Background

Academic burnout refers to students who have low interest, lack of motivation, and tiredness in studying. Studies concerning how to prevent academic burnout are rare.

Objective

The present study aimed to investigate the impact of core self-evaluations on the academic burnout of university students, and mainly focused on the confirmation of the mediator role of life satisfaction.

Methods

A total of 470 university students accomplished the core self-evaluation scale, Satisfaction with Life, and academic burnout scale.

Results

Both core self-evaluations and life satisfaction were significantly correlated with academic burnout. Structural equation modeling indicated that life satisfaction partially mediated the relationship between core self-evaluations and academic burnout.

Conclusions

Core self-evaluations significantly influence academic burnout and are partially mediated by life satisfaction.     

The Possible Role of Resource Requirements and Academic Career-Choice Risk on Gender Differences in Publication Rate and Impact

Many studies demonstrate that there is still a significant gender bias, especially at higher career levels, in many areas including science, technology, engineering, and mathematics (STEM). We investigated field-dependent, gender-specific effects of the selective pressures individuals experience as they pursue a career in academia within seven STEM disciplines. We built a unique database that comprises 437,787 publications authored by 4,292 faculty members at top United States research universities. Our analyses reveal that gender differences in publication rate and impact are discipline-specific. Our results also support two hypotheses. First, the widely-reported lower publication rates of female faculty are correlated with the amount of research resources typically needed in the discipline considered, and thus may be explained by the lower level of institutional support historically received by females. Second, in disciplines where pursuing an academic position incurs greater career risk, female faculty tend to have a greater fraction of higher impact publications than males. Our findings have significant, field-specific, policy implications for achieving diversity at the faculty level within the STEM disciplines.     

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.