Psychological Development and Education ›› 2020, Vol. 36 ›› Issue (4): 477-485.doi: 10.16187/j.cnki.issn1001-4918.2020.04.11

Previous Articles     Next Articles

The Relationship between College Students' Major Intrinsic Motivation and Subjective Well-being: The Mediators of Major Engagement and Subjective Major Achievement

CHI Wentao, SANG Qingsong, SHU Shouli   

  1. School of Educational Science, Anhui Normal University, Wuhu 241000
  • Published:2020-07-21

RichHTML

PDF (PC)

Abstract: Self-determination theory suggested that intrinsic motivation is an important factor of subjective well-being. In order to explore the internal mechanism of internal motivation and subjective well-being, the researchers investigated 3,527 college students by using Major Intrinsic Motivation Scale, Major Engagement Scale, Subjective Major Achievement Scale and Subjective Well-being Scale. The research found that: (1) major intrinsic motivation positively predicted subjective well-being; (2) major engagement played a mediating role between major intrinsic motivation and subjective well-being; (3) subjective major achievement played a mediating role in the relationship between major intrinsic motivation and subjective well-being; (4) major engagement and subjective major achievement played a serial mediating role between major intrinsic motivation and subjective well-being. Overall, major engagement and subjective major achievement play a serial mediating role in the relationship between college students’ major intrinsic motivation and subjective well-being.

Key words: intrinsic motivation, major engagement, major achievement, subjective well-being

CLC Number: 

  • B844
Amabile, T. M. (1979). Effects of external evaluation on artistic creativity. Journal of Personality and Social Psychology, 37(2), 221-233.
Amabile, T. M. (1985). Motivation and creativity: Effects of motivational orientation on creative writers. Journal of Personality and Social Psychology, 48(2), 393-399.
Chow, H. P. (2005). Life satisfaction among university students in a Canadian prairie city: A multivariate analysis. Social Indicators Research, 70(2), 139-150.
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer Science & Business Media.
Crede, J., Wirthwein, L., McElvany, N., & Steinmayr, R. (2015). Adolescents’ academic achievement and life satisfaction: the role of parents’ education. Frontiers in Psychology, 6, 52.
Csikszentmihalyi, M. (1990). Literaoy and intrinsic motivation. Daedalus, 115-140.
Csikszentmihalyi, M. (2013). Flow: The psychology of happiness. Random House.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Desjardins, J., Zelenski, J. M., & Coplan, R. J. (2008). An investigation of maternal personality, parenting styles, and subjective well-being. Personality and Individual Differences, 44(3), 587-597.
Diener, E. (2009). The science of well-being: The collected works of Ed Diener (Vol. 37, pp. 11-58). New York: Springer.
Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75.
Diener, E., Oishi, S., & Lucas, R. E. (2015). National accounts of subjective well-being. American Psychologist, 70(3), 234-242.
Diener, E., & Ryan, K. (2009). Subjective well-being: A general overview. South African Journal of Psychology, 39(4), 391-406.
Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276-302.
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., et al. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143-156.
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
Gilman, R., & Huebner, E. S. (2006). Characteristics of adolescents who report very high life satisfaction. Journal of Youth and Adolescence, 35(3), 293-301.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86(1), 104-113.
Gottfried, A. E., & Gottfried, A. W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children: Childhood through early adolescence. Gifted Child Quarterly, 40(4), 179-183.
Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631-645.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525-538.
Gottfried, A. W., Gottfried, A. E., Bathurst, K., & Guerin, D. W. (1994). Gifted IQ: Early developmental aspects-the Fullerton longitudinal study. Springer Science & Business Media.
Harackiewicz, J. M. (1979). The effects of reward contingency and performance feedback on intrinsic motivation. Journal of Personality and Social Psychology, 37(8), 1352-1363.
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312.
Heckhausen, J., & Chang, E. S. (2009). Can ambition help overcome social inequality in the transition to adulthood? Individual agency and societal opportunities in Germany and the United States. Research in Human Development, 6(4), 235-251.
Heckhausen, J., Wrosch, C., & Schulz, R. (2010). A motivational theory of life-span development. Psychological Review, 117(1), 32-60.
Heffner, A. L., & Antaramian, S. P. (2016). The role of life satisfaction in predicting student engagement and achievement. Journal of Happiness Studies, 17(4), 1681-1701.
Hennessey, B. A., & Amabile, T. M. (1998). Reality, intrinsic motivation, and creativity. American Psychologist, 53(6), 674-675.
Kuh, G. D. (2003). What we're learning about student engagement from NSSE: Benchmarks for effective educational practices. Change: The Magazine of Higher Learning, 35(2), 24-32.
Librán, E. C. (2006). Personality dimensions and subjective well-being. The Spanish Journal of Psychology, 9(1), 38-44.
Ma, Y., McCabe, D. L., & Liu, R. (2013). Students’ academic cheating in Chinese universities: Prevalence, influencing factors, and proposed action. Journal of Academic Ethics, 11(3), 169-184.
Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327-365.
Mazer, J. P. (2013). Validity of the student interest and engagement scales: Associations with student learning outcomes. Communication Studies, 64(2), 125-140.
McCullough, G., & Huebner, E. S. (2003). Life satisfaction reports of adolescents with learning disabilities and normally achieving adolescents. Journal of Psycho-educational Assessment, 21(4), 311-324.
Miltiadou, M., & Savenye, W. C. (2003). Applying social cognitive constructs of motivation to enhance student success in online distance education. AACE Journal, 11(1), 78-95.
Mokgele, K. R., & Rothmann, S. (2014).A structural model of student well-being. South African Journal of Psychology, 44(4), 514-527.
Nakamura, J., Csikszentmihalyi, M., Snyder, C. R., & Lopez, S. J. (2002). Handbook of positive psychology. Oxford university press.
Neubauer, A. B., Lerche, V., & Voss, A. (2018). Interindividual differences in the intraindividual association of competence and well-being: Combining experimental and intensive longitudinal designs. Journal of Personality, 86(4), 698-713.
Ng, Z. J., Huebner, S. E., & Hills, K. J. (2015). Life satisfaction and academic performance in early adolescents: Evidence for reciprocal association. Journal of School Psychology, 53(6), 479-491.
Olsson, C. A., McGee, R., Nada-Raja, S., & Williams, S. M. (2013).A 32-year longitudinal study of child and adolescent pathways to well-being in adulthood. Journal of Happiness Studies, 14(3), 1069-1083.
Owen, R. (1857). The Life of Robert Owen Written by Himself: With Selections from His Writings and Correspondence (Vol. 1). London: Effingham Wilson.
Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012).Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712.
Rode, J. C., Arthaud-Day, M. L., Mooney, C. H., Near, J. P., Baldwin, T. T., Bommer, W. H., et al. (2005). Life satisfaction and student performance. Academy of Management Learning & Education, 4(4), 421-433.
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Porsonarty and Svcial Psychology, 43(3), 450-461.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. Advances in Motivation and Achievement, 7, 115-149.
Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress & Coping, 23(1), 53-70.
Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137.
Steel, P., Schmidt, J., & Shultz, J. (2008). Refining the relationship between personality and subjective well-being. Psychological Bulletin, 134(1), 138-161.
Suldo, S. M., Riley, K. N., & Shaffer, E. J. (2006). Academic correlates of children and adolescents' life satisfaction. School Psychology International, 27(5), 567-582.
Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64(4), 678-691.
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297-333.
范翠英, 孙晓军, 刘华山. (2012). 大学生的时间管理倾向与主观幸福感. 心理发展与教育, 28(1), 99-104.
耿晓伟, 张峰, 郑全全. (2009). 外显与内隐自尊对大学生主观幸福感的预测. 心理发展与教育, 25(1), 97-102.
黄希庭, 李继波, 刘杰. (2012). 城市幸福指数之思考. 西南大学学报: 社会科学版, 38(5), 83-91.
刘霞, 赵景欣, 申继亮. (2013). 歧视知觉对城市流动儿童幸福感的影响: 中介机制及归属需要的调节作用. 心理学报, 45(5), 568-584.
李艳艳. (2015). “主观幸福感” 在构建和谐社会中的意义. 高教学刊, (17), 228-229.
李志勇, 吴明证. (2010). 大学生社会支持与主观幸福感的关系: 自我和谐的中介作用. 中国临床心理学杂志, (3), 346-348.
宋佳萌, 范会勇. (2013). 社会支持与主观幸福感关系的元分析. 心理科学进展, 21(8), 1357-1370.
王雁, 孙延超, 李长江, 梁虹, 孙宏伟. (2005). 医学生学业成绩, 人格, 心理健康与其主观幸福感关系的研究. 中国健康心理学杂志, 13(4), 247-250.
吴明隆. (2009). 结构方程模型——AMOS的操作与应用. 重庆大学出版社.
肖劲草. (2011). 对亚里士多德幸福观的当代反思. 道德与文明(5), 56-60.
杨慧芳, 郭永玉. (2008). 大学生个人奋斗, 人格特质与主观幸福感的关系. 心理发展与教育, 24(3), 58-64.
赵淑媛, 蔡太生, 曾祥志, 陈志坚. (2011). 高中生主观幸福感的特点及其与学业成绩的关系. 中国临床心理学杂志, 19(1), 128-129.
朱倩雨. (2017). 亲子关系,师生关系和同伴关系对重点中学学生学业成就的影响. 中小学心理健康教育,(31),16-20.
[1] TANG Yingying, LIN Xiuyun, YIN Jinxiu, HE Ting, ZHOU Shaojia, CAO Zhitao. Congruence and Incongruence of Mother-child Attachment and Grandmother-child Attachment: Links with Children’s Subjective Well-being [J]. Psychological Development and Education, 2023, 39(6): 859-868.
[2] PENG Haiyun, SHENG Liang, QIU Fanshuo, ZHOU Ziyan, XIN Sufei. Psychological Burden Reduction Starts from Dealing with Boredom: The Influencing Mechanism of Boredom Proneness on Subjective Well-being among Adolescents [J]. Psychological Development and Education, 2023, 39(6): 895-902.
[3] ZENG Zihao, PENG Liyi, ZHAN Lin, LIU Shuangjin, OUYANG Xiaoyou, DING Daoqun, LI Zhihua, HU Yiqiu, FANG Xiaoyi. The Effect of Childhood Maltreatment on College Students’ Depressive Symptoms: The Mediating Role of Subjective Well-being and the Moderation Role of Gene [J]. Psychological Development and Education, 2023, 39(2): 276-285.
[4] TIAN Weiyi, XU Jianjie, LYU Guanglin, WANG Yinan. Parental Self-esteem and Adolescents’ Subjective Well-being: The Chain Mediating Roles of Parent-adolescent Trust and Adolescents’ Self-esteem [J]. Psychological Development and Education, 2022, 38(3): 331-338.
[5] CHEN Bizhong, ZHENG Xue, SUN Xiaojun. The Impact of Social Media Self-control Failure on Subjective Well-being of Postgraduates and Its Mechanism [J]. Psychological Development and Education, 2021, 37(6): 882-888.
[6] YUAN Keman, LI Bailu, LIANG Lichan, BIAN Yufang. Cumulative Contextual Risk and Subjective Well-being in Migrant Children: The Compensatory Effect and Protective Effect of Individual Protective Factors [J]. Psychological Development and Education, 2021, 37(4): 546-557.
[7] NIU Kaining, LI Mei, ZHANG Xiangkui. The Relationship Between Adolescents' Friendship Quality and Subjective Well-being: A Meta-analysis [J]. Psychological Development and Education, 2021, 37(3): 407-418.
[8] CHEN ZiXun, WANG Hui, FENG Yingxue, LIU Xia. The Effects of Peer Victimization on Left-behind Adolescents' Subjective Well-being: The Roles of Self-esteem and Social Support [J]. Psychological Development and Education, 2020, 36(5): 605-614.
[9] HENG Shupeng, ZHAO Huanfang, NIU Gengfeng, ZHOU Zongkui. Likes on WeChat Moments and Subjective Well-Being: A Mediated Moderation Model [J]. Psychological Development and Education, 2020, 36(3): 341-349.
[10] GUO Jinjin, NIU Lu, XIE Xiaochun, WANG Pengcheng, LEI Li. The Association between “Show off Love” and Subjective Well-being of Spectators: The Mediating Role of Self-esteem and the Moderating Role of Attachment [J]. Psychological Development and Education, 2020, 36(3): 359-366.
[11] WU Yuting, YUAN Xin, WANG Yuqing, ZHU Hui, MAO Yelin, JIN Cancan. Influence of Square Dance Organizational Climate towards Elderly's Subjective Well-being: The Mediating Effect of Group Identification and Self-esteem [J]. Psychological Development and Education, 2019, 35(5): 624-631.
[12] ZHANG Xingxu, GUO Haiying, LIN Danhua. A Study on the Relationship between Parent-child, Peer, Teacher-student Relations and Subjective Well-being of Adolescents [J]. Psychological Development and Education, 2019, 35(4): 458-466.
[13] NIU Yubai, HAO Zesheng, WANG Renzhen, HONG Fang. The Relationship between Optimism, Perceived Social Support and Subjective Well-being of The Elderly: The Mediating Role of Control Strategies [J]. Psychological Development and Education, 2019, 35(2): 227-235.
[14] LIAN Kunyu, XIE Shanshan, LIN Rongmao. The Relationship between Vocational Personality and Subjective Well-Being in Elementary and Secondary School Teachers: The Mediating Role of Work Engagement [J]. Psychological Development and Education, 2017, 33(6): 700-707.
[15] MENG Nan, WANG Yuhui, LEI Li. The Relationship between Selfie Editing and Subjective Well-being among Female College Students: The Mediating Role of Positive Feedback and Self-concept [J]. Psychological Development and Education, 2017, 33(6): 751-758.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd