Learning Climate, Intrinsic Motivation and Psychological Wellbeing among Clinical Psychology Trainees in Pakistan
DOI:
https://doi.org/10.52053/jpap.v4i2.160Keywords:
Intrinsic Motivation, Learning Climate, Psychological Wellbeing, Self-Determination TheoryAbstract
Self-determination theory proposes that satisfaction of the basic human needs for autonomy, competence, and relatedness are essential for people to perform at their best across cultures. The study aimed to investigate self-determination theory in a collectivistic culture using the relationship between learning climate, intrinsic motivation, psychological wellbeing and academic performance. Students doing postgraduate degree in Clinical Psychology program (n= 150) with (females = 130, males = 12) were recruited from universities of Lahore, Pakistan. Path analysis was conducted. Path model I showed the weak correlation of learning climate with intrinsic motivation. Subscales of Intrinsic Motivation Inventory (IMI) (interest/enjoyment, competence, perceived choice) showed indirect effect with psychological wellbeing whereas subscale of IMI (pressure/tension) shared direct effect as pressure among students in collectivistic culture was found to be affecting their psychological wellbeing. In Path model II, learning climate and intrinsic motivation showed indirect effects on CGPA. Learning climate of Eastern countries is more controlling so learning climate and pressure/tension directly and indirectly affected psychological wellbeing. The findings highlighted that students in Pakistan are not practicing intrinsic motivation to achieve academic performance. Therefore, needs of self-determination theory are not satisfied in academic performance of students in collectivistic culture.
References
Akomolafe, M. J., Ogunmakin, A. O., & Fasooto, G. M. (2013). The Role of Academic Self-Efficacy, Academic Motivation and Academic Self-Concept in Predicting Secondary School Students’ Academic Performance. Journal of Educational and Social Research. doi:10.5901/jesr.2013.v3n2p335 DOI: https://doi.org/10.5901/jesr.2013.v3n2p335
Astin, A. W. (1968). The college environment. Washington, D.C: American Council on Education.
Baeten, M., Dochy, F., & Struyven, K. (2012). The effects of different learning environments on students’ motivation for learning and their achievement. British Journal of Educational Psychology, 83(3), 484–501. 10.1111/j.2044-8279.2012.02076.x DOI: https://doi.org/10.1111/j.2044-8279.2012.02076.x
Bhat, H. R., & Naik, R. A. (2016). Relationship of Academic Intrinsic Motivation and Psychological Well-being among students. International Journal of Modern Social Sciences, 5(1), 66-74.
Black, E. Aaron., & Deci, L. Edward. (2000). The effects of instructors’ autonomy support and student’s autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740-756. https://doi.org/10.1002/1098-237x(200011)84:6<740::aid-sce4>3.0.co;2-3 DOI: https://doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
Church, A. T., Katigbak, M. S., Locke, K. D., Zhang, H., Shen, J., de Jesús Vargas-Flores, J., & Ching, C. M. (2012). Need Satisfaction and Well-Being. Journal of Cross-Cultural Psychology, 44(4), 507-534. doi:10.1177/0022022112466590 DOI: https://doi.org/10.1177/0022022112466590
Crumpton, H., & Gregory, A. (2011). "I'm Not Learning": The Role of Academic Relevancy for Low-Achieving Students. The Journal of Educational Research, 104(1), 42-53. www.jstor.org/stable/26505662 DOI: https://doi.org/10.1080/00220670903567398
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 61 (1). https://selfdeterminationtheory.org/wp-content/uploads/2014/04/1994_ DOI: https://doi.org/10.1111/j.1467-6494.1994.tb00797.x
DeciEghrariPatLeone.pdf
Deci, E. L., & Ryan, R. M. (Eds.). (2004). Handbook of self-determination research. University Rochester Press.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro-theory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801 DOI: https://doi.org/10.1037/a0012801
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3-4), 325–346. https://doi.org/10.1080/00461520.1991.9653137 DOI: https://doi.org/10.1080/00461520.1991.9653137
Durso, S. de O., Cunha, J. V. A. da, Neves, P. A., & Teixeira, J. D. V. (2016). Motivational Factors for the Master’s Degree: A Comparison between Students in Accounting and Economics in the Light of the Self-Determination Theory. Revista Contabilidade & Finanças, 27(71), 243–258. 10.1590/1808-057x201602080 DOI: https://doi.org/10.1590/1808-057x201602080
Furtak, E., & Kunter, M. (2012). Effects of Autonomy-Supportive Teaching on Student Learning and Motivation. The Journal of Experimental Education, 80(3), 284-316. 10.2307/26594355 DOI: https://doi.org/10.1080/00220973.2011.573019
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331–362. 10.1002/job.322 DOI: https://doi.org/10.1002/job.322
Gaspay, A., Legorreta, L., & Dardan S. (2009). The Role of Individualism-Collectivism Dimension in Distance Learning Environments: An Empirical Study. Proceedings of 42nd Hawaii International Conference on System Sciences. https://doi.org/10.1109/hicss.2009.455 DOI: https://doi.org/10.1109/HICSS.2009.455
Hassan, A., & Al-Jabari, I. (2016). Motivation and Study Engagement: A Study of Muslim Undergraduates in Malaysia. Pertanika Journal of Social Sciences & Humanities, 24(3), 937–951.
Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1014 DOI: https://doi.org/10.9707/2307-0919.1014
Hsu, W.K. K., & Huang, S-H. S. (2006). Determinants of Computer Self-Efficacy—An Examination of Learning Motivations and Learning Environments. Journal of Educational Computing Research, 35(3), 245–265. https://doi.org/10.2190/k441-p725-8174-55x2 DOI: https://doi.org/10.2190/K441-P725-8174-55X2
Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349–366. 10.1037/0022-3514.76.3.349 DOI: https://doi.org/10.1037/0022-3514.76.3.349
Kline, B. R., & Hooper, D. (2008). Fit Indices commonly reported for CFA and SEM. Cornell Statistical Consulting Unit.
Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Giorgetti, M., & Vernice, M. (2019). The Impact of School Climate on Well-Being Experience and School Engagement: A Study with High-School Students. Frontiers in Psychology,10. 10.3389/fpsyg.2019.02482 DOI: https://doi.org/10.3389/fpsyg.2019.02482
Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50(3), 387–391. https://doi.org/10.1016/j.paid.2010.10.029 DOI: https://doi.org/10.1016/j.paid.2010.10.029
Nalipay, M. J. N., King, R. B., & Cai, Y. (2020). Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence, 78, 67–72. https://doi.org/10.1016/j.adolescence.2019.12.009 DOI: https://doi.org/10.1016/j.adolescence.2019.12.009
Niemiec, C. P., Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318 DOI: https://doi.org/10.1177/1477878509104318
Nie, Y., Chua, B. L., Yeung, A. S., Ryan, R. M., & Chan, W. Y. (2014). The importance of autonomy support and the mediating role of work motivation for well-being: Testing self-determination theory in a Chinese work organisation. International Journal of Psychology, 50(4), 245–255.doi:10.1002/ijop.12110 DOI: https://doi.org/10.1002/ijop.12110
Pace, C. R. (1963). College and university environmental scales, Princeton: Educational Testing Service.
Pallant, J. (2016). SPSS Survival Manual: A step by step guide to data analysis using the SPSS program (6th ed.). London, UK: McGraw-Hill Education.
Patrick, H., Canevello, A., Knee, Raymond. C., & Lonsbary, C. (2007). The role of need fulfilment in Relationship Functioning and Well-being; A Self-Determination theory Perspective. Journal of Personality and Social Psychology, 92(3), 434-457. DOI: https://doi.org/10.1037/0022-3514.92.3.434
Próspero, M., & Vohra-Gupta, S. (2007). First Generation College Students: Motivation, Integration, and Academic Achievement. Community College Journal of Research and Practice, 31(12), 963–975. https://doi.org/10.1080/10668920600902051 DOI: https://doi.org/10.1080/10668920600902051
Rania, N., Siri, A., Bagnasco, A., Aleo, G., & Sasso, L. (2013). Academic climate, well-being and academic performance in a university degree course. Journal of Nursing Management 22(6), 751–760. https://doi.org/10.1111/j.1365-2834.2012.01471.x DOI: https://doi.org/10.1111/j.1365-2834.2012.01471.x
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. DOI: https://doi.org/10.1037/0003-066X.55.1.68
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069-1081. https://doi.org/10.1037/0022-3514.57.6.1069 DOI: https://doi.org/10.1037/0022-3514.57.6.1069
Ryff, C. D. (2014). Psychological Well-being Revisited: Advances in the Science and Practice of Eudaimonia. Psychotherapy and Psychosomatics, 83(1), 10-28. https://doi.org/10.1159/000353263 DOI: https://doi.org/10.1159/000353263
Salami, O. S. (2010). Emotional Intelligence, self-efficacy, Psychological Well-being and Students’ attitudes: Implications for Quality Education. European Journal of Educational Studies, 2(3), 247-257.
Shahzad, N. M., Ahmad, M., & Tufail W. M. (2021). Historical development of clinical psychology in Pakistan: A Critical Review-based Study. Journal of Development and Social Sciences, 2(4), 266-272. http://doi.org/10.47205/jdss.2021(2-IV)23 DOI: https://doi.org/10.47205/jdss.2021(2-IV)23
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519–532. - https://doi.org/10.1111/bjep.12089 DOI: https://doi.org/10.1111/bjep.12089
Shillingford, S., & Karlin, N. J. (2013). The role of intrinsic motivation in the academic pursuits of nontraditional students. New Horizons in Adult Education and Human Resource Development, 25(3), 91–102. https://doi.org/10.1002/nha3.20033 DOI: https://doi.org/10.1002/nha3.20033
Tang, M., Wang D., & Guerrien A. (2021). The Contribution of Basic Psychological Need Satisfaction to Psychological well-being via Autonomous Motivation among older Adults: A cross-cultural study in China and France. Frontiers in Psychology, 12, 734461. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.734461/full DOI: https://doi.org/10.3389/fpsyg.2021.734461
Ten Cate, O. T. J., Kusurkar, R. A., & Williams, G. C. (2011). How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59. Medical Teacher, 33(12), 961-973. https://doi.org/10.3109/0142159x.2011.595435 DOI: https://doi.org/10.3109/0142159X.2011.595435
Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: a test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779. DOI: https://doi.org/10.1037/0022-3514.70.4.767
Vallerand, R., & Lalande, D. (2011). The MPIC Model: The Perspective of the Hierarchical Model of Intrinsic and Extrinsic Motivation. Psychological Inquiry, 22(1), 45-51. www.jstor.org/stable/23057282 DOI: https://doi.org/10.1080/1047840X.2011.545366
Zhou, M., Ji Ma, Wei., & Deci, L. Edward. (2009). The importance of autonomy for rural Chinese children’s motivation for learning. Journal of Psychology and Education, 19(4), 492-498. https://doi.org/10.1016/j.lindif.2009.05.003 DOI: https://doi.org/10.1016/j.lindif.2009.05.003
Zhu, Y., & Leung, F. K. S. (2010). Motivation and Achievement: Is there an east Asian model? International Journal of Science and Mathematics Education, 9(5), 1189–1212. https://doi.org/10.1007/s10763-010-9255-y DOI: https://doi.org/10.1007/s10763-010-9255-y
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2023 Shumaila Rasul , Elizabeth Maria Schwaiger
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Creative Commons Attribution-Non Commercial 4.0 International (CC BY-NC 4.0) License: This article is distributed under the terms of the Creative Commons Attribution-Non Commercial 4.0 International License (https://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-Commercial use, reproduction
and distribution of the work without further permission provided the original work is attributed as specified on the Journal website at (https://iprpk.com/ojs/index.php/jpap)