Temperamental Sensitivities Differentially Linked with Interest, Strain, and Effort Appraisals

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Rawlings , A M , Tapola , A & Niemivirta , M 2021 , ' Temperamental Sensitivities Differentially Linked with Interest, Strain, and Effort Appraisals ' , Frontiers in Psychology , vol. 11 , 551806 . https://doi.org/10.3389/fpsyg.2020.551806

Title: Temperamental Sensitivities Differentially Linked with Interest, Strain, and Effort Appraisals
Author: Rawlings, Anna Maria; Tapola, Anna; Niemivirta, Markku
Contributor organization: Motivation, learning, and well-being
Education of Education
Department of Education
Teacher Education
Date: 2021-01-08
Language: eng
Number of pages: 23
Belongs to series: Frontiers in Psychology
ISSN: 1664-1078
DOI: https://doi.org/10.3389/fpsyg.2020.551806
URI: http://hdl.handle.net/10138/326368
Abstract: The present research examined the connections between temperament (punishment sensitivity; interindividual reward sensitivity; intraindividual reward sensitivity), students’ domain- and course-specific motivational appraisals (interest, strain, effort), and performance, in two studies. Study 1 explored the relationships between temperamental sensitivities, motivational appraisals, and task achievement among secondary students (N = 268) in the domain of mathematics, using Exploratory Structural Equation Modeling (ESEM) for the analyses. Study 2 was conducted longitudinally among upper-secondary students (N = 155) during a course in four key school subjects. Subject interest was included alongside the temperamental sensitivities as a predictor of course-specific motivation and course grades, and the data were analysed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Previous achievement was controlled in both studies. The findings showed temperamental sensitivities to be differentially linked with motivational appraisals. Punishment sensitivity in Study 1, and interindividual reward sensitivity (sensitivity to reward dependent on others’ approval or attention) in Study 2 were found to have an effect on psychological strain. In both studies, interest and effort were predicted by intraindividual reward sensitivity (positive responsiveness to novelty and own successes). In Study 2, subject interest was a consistent predictor of higher course interest and lower strain. In both studies, connections were found between strain and lower performance. The findings suggest individual characteristics may predispose students to certain motivational experiences, and contribute to educational outcomes, in both domain and course contexts and across subject content.
Subject: ACADEMIC-ACHIEVEMENT
ACHIEVEMENT GOAL ORIENTATIONS
ELEMENTARY-SCHOOL
ESEM
INTRINSIC MOTIVATION
MODEL
PERSONALITY-TRAITS
PLS
REINFORCEMENT SENSITIVITY
SELF-EFFICACY
STUDENT ENGAGEMENT
THEORY RST
interest
longitudinal
motivation
motivational appraisals
reward and punishment sensitivity
temperament
516 Educational sciences
515 Psychology
Peer reviewed: Yes
Rights: cc_by
Usage restriction: openAccess
Self-archived version: publishedVersion


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