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Item type:Publication, Integrative and suppressive emotion regulation differentially predict well-being through basic need satisfaction and frustration: A test of three countries(Springer, 2020-02-01)Individuals’ emotion regulatory styles are differentially related to well-being. Drawing on self-determination theory (Ryan and Deci 2017, Self-determination theory: basic psychological needs in motivation, development, and wellness, Guilford Press, New York), researchers have recently explored the concept of integrative emotion regulation (IER) as an adaptive emotion regulation style, contrasting it with the less adaptive style of suppressive emotion regulation (SER). This research studied the extent to which the relations between IER and SER and well-being are mediated by the satisfaction and frustration of individuals’ basic psychological needs. Data were collected in three countries, Israel (n = 224), Peru (n = 304), and Brazil (n = 203). Participants filled in questionnaires assessing the study variables. Multi-group structural equation modeling (SEM) results showed that integrative emotion regulation positively predicted well-being, mediated by psychological need satisfaction, in all three countries. Moreover, psychological need frustration mediated the relationship between suppressive emotion regulation and well-being. The results support and extend recent findings demonstrating the adaptive outcomes of IER and the maladaptive outcomes of SER. The article concludes by discussing the implications and limitations of the research. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Supporting students' motivation: Strategies for success(Taylor and Francis, 2022-01-01)This is a book about teachers' classroom motivating styles. Motivating style is the interpersonal tone and face-to-face behavior the teacher relies on when trying to motivate students to engage in classroom activities and procedures. The over-arching goal of the book is to help teachers work through the professional developmental process to learn how to provide instruction in ways that students will find to be motivationally-enriching, satisfying, and engagement-generating. To realize this goal, the book features six parts: Part 1: Introduction, introduces what teachers are to support-namely, student motivation; Part 2: Motivating Style, explains what a supportive motivating style is; Part 3: "How to," overviews the recommended motivationally-supportive instructional strategies one-by-one and step-by-step; Part 4: Workshop, walks the reader through the skill-building workshop experience; Part 5: Benefits, details all the student, teacher, and classroom benefits that come from an improved motivating style; and Part 6: Getting Started, discusses ways to begin using these skills in the classroom. Based on a successful workshop program run by the authors, teachers successfully improve their classroom motivating style. In doing so, they experience gains in their teaching skill and efficacy, job satisfaction, a renewed passion for teaching, and a more satisfying relationship with their students. This multiauthored book provides teachers with the practical, concrete, step-by-step, skill-based "how to" they need to develop a highly supportive motivating style. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, When students show some initiative: two experiments on the benefits of greater agentic engagement(Elsevier Ltd, 2022-08-01)Correlational and longitudinal research suggests that agentically-engaged students experience multiple educational benefits. Recognizing this, two experiments tested the causal capacity of manipulated agentic engagement to create three categories of benefits: a supportive learning environment; motivational satisfactions; and effective functioning (e.g., engagement, performance). Study 1 used the teacher–student laboratory paradigm to place 121 same-sex pairs of preservice teachers into the roles of teacher and student during a videotaped 12-min instructional episode. Teachers were randomly assigned to be autonomy supportive or not, while students were randomly assigned to be agentically engaged or not. MANOVAs on 10 self-reported and rater-scored dependent measures showed that manipulated agentic engagement enhanced both a supportive learning environment and greater motivational satisfaction but not more effective functioning. Study 2 used the same teacher-student paradigm to randomly assign 74 same-sex pairs into one of three conditions: agentic engagement to change the environment (as in Study 1); agentic engagement to change one's functioning (a new Study 2 manipulation); and a neutral control. The first manipulation again enhanced the supportive learning environment and motivational satisfaction but not effective functioning, while the second manipulation produced no benefits. Collectively, these findings confirm some limited causal benefits from agentic engagement and therefore provide guidance for future research, including the design and implementation of student-focused agentic engagement interventions.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, A global experiment on motivating social distancing during the COVID-19 pandemic(National Academy of Sciences, 2022-05-31)Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, University professors's conceptions about teaching and their role as a teacher in COVID-19(Universidad Peruana de Ciencias Aplicadas, 2026-01-01)Introduction: The arduous process of adaptation to remote education due to COVID-19 posed a challenge for higher education professors. While the education system had implemented improvements before the pandemic, obstacles still existed that hindered access to quality university education. These difficulties required university professors to carry out their teaching work in a virtual context and to rethink their understanding of teaching and their role as professors. Objective: To characterize the conceptions of Peruvian university professors regarding teaching and their role during COVID-19. Method: A purposive sampling strategy with convenience-based access through an open call was employed, allowing the participation of 29 Peruvian university professors (21 women, 7 men, 1 non-binary individual) teaching across diverse disciplines. An open-ended questionnaire was administered, and the responses were analyzed phenomenographically to identify conceptions based on interpreted actions, intentions, and beliefs regarding teaching and teaching role. Results: Professors fulfilled diverse roles, primarily teaching in virtual environments, but with a greater emphasis on providing socio-emotional support to their students. Based on this, two conceptions of teaching were identified: one considered the same as in the pre-pandemic period but delivered in a different environment, and another distinct from the pre-pandemic period, especially due to the prominent role of providing support. Discussion: Professors prioritized the teaching role over other roles reported in the pre-pandemic period, such as research, and included the new role of providing socio-emotional support. These findings offer valuable information for implementing support measures in emergency situations. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Psychometric properties of the SRQ-Reading Motivation in primary students from Lima(Pontificia Universidad Católica del Perú, 2025-01-01)Cette recherche a étudié les propriétés psychométriques du questionnaire d’autorégulation-lecture de motivation (SRQ-Reading Motivation) dans des contextes de lecture académique; plus précisément, dans l’espace de la bibliothèque scolaire. Dans un échantillon de 235 élèves de quatrièmes et cinquièmes années d’une école privée de Lima, la structure interne de l’échelle a été étudiée à l’aide d’une analyse factorielle confirmatoire. Les résultats ont mis en évidence un modèle à deux facteurs faisant référence à une motivation autonome et à une motivation contrôlée envers la lecture. Les résultats obtenus à partir des preuves de validité convergente et discriminante étaient comme prévu. La fiabilité des scores obtenus aux était également adéquate. Les résultats sont discutés à la lumière du côté lumineux et du côté obscur de la motivation dans le cadre de la théorie de l’autodétermination.2