:: Volume 12, Issue 2 (2020) ::
RME 2020, 12(2): 61-70 Back to browse issues page
Investigating the mediating role of information processing styles between achievement motivation and perceived academic stress in nursing students
N Tavakoli , R Hasanzadeh * , SO Emadian
Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran , Rhssanzadehd@yahoo.com
Abstract:   (1974 Views)
Introduction: Academic performance has always been an important function of psychological dimensions such as information processing and the motivation of learners to progress, and the appropriate activity of these variables leads to successful academic results, so the aim of this study was to investigate the mediating role of information processing styles in the relationship between achievement motivation and perceived academic stress in students.
Method: This is a descriptive-correlational study  specifically modeling structural equations. The statistical population consisted of all female Bachelor's degree in nursing, medical school at Sari Branch of the Azad University in the first semester of 2019 in Sari.  240 students were selected as the sample size by the targeted method. Data was gathered by Hermans Progress Motivation Questionnaire (1970), the perceived academic stress questionnaire of Zajakova et al. (2005) and the Posterior Information Processing Styles Questionnaire of Pacini & Epstein (1999). For  analyzing data, Pearson correlation test, fitness indicators, maximum likelihood estimationand bootstrap were used through SPSS and Amos software.
Results: The results showed that there was a significant negative correlation between the variables of achievement motivation and information processing styles with perceived academic stress (P≤0.01). Information processing styles variables played a mediating role between achievement motivation and perceived academic stress in students.
Conclusion: Students' motivation for progress leads to an increase in the use of information processing styles, including rationalism and empiricism, which reduces perceived academic stress.
Keywords: processing Data, motivation, stress, academic achievement
Full-Text [PDF 764 kb]   (450 Downloads)    
Type of Study: Research | Subject: Educational psychology
References
1. Freire C, Ferradás MD, Núñez JC, Valle A, Vallejo G. Eudaimonic well-being and coping with stress in university students: The mediating/moderating role of self-efficacy. International journal of environmental research and public health 2019; 16 (1): 48. [DOI:10.3390/ijerph16010048]
2. Oriol-Granado X, Mendoza-Lira M, Covarrubias-Apablaza CG, Molina-López VM. Positive emotions, autonomy support and academic performance of university students: The mediating role of academic engagement and self-efficacy. Revista de Psicodidáctica (English ed) 2017; 22 (1): 45-53. [DOI:10.1387/RevPsicodidact.14280]
3. Dunne MP, Sun J, Nguyen ND, Truc T, Loan KX, Dixon J. The influence of educational pressure on the mental health of the adolescence in east Asia. Journal of science research, Hue University 2010; 61 (1): 18-27.
4. Ang RP, Huan VS, Braman OR. Factorial structure and invariance of the Academic Expectations Stress Inventory across Hispanic and Chinese adolescent samples. Child psychiatry and human development 2007; 38 (1): 73-87. [DOI:10.1007/s10578-006-0044-3]
5. Tan JB, Yates S. Academic expectations as sources of stress in Asian students. Social Psychology of Education. 2011, 1; 14 (3): 389-407. [DOI:10.1007/s11218-010-9146-7]
6. Hunter S, Fears SK, Jones D, Rennie N. The Impact of Motivation on the Relationship of Academic Stress and PsychologicalWell-being Among College Students [dissertation]. Gainesville, Brenau University; 2018.
7. Yuan G, Xu W, Liu Z, Liu C, Li W, An Y. Dispositional mindfulness, posttraumatic stress disorder symptoms and academic burnout in Chinese adolescents following a tornado: The role of mediation through regulatory emotional self-efficacy. Journal of Aggression, Maltreatment & Trauma 2018; 27 (5): 487-504. [DOI:10.1080/10926771.2018.1433258]
8. Ang RP, Klassen RM, Chong WH, Huan VS, Wong IY, Yeo LS, Krawchuk LL. Cross-cultural invariance of the academic expectations stress inventory: Adolescent samples from Canada and Singapore. Journal of adolescence. 2009; 32 (5): 1225-37. [DOI:10.1016/j.adolescence.2009.01.009]
9. Gadzella BM, Baloglu M. Confirmatory factor analysis and internal consistency of the Student-life Stress Inventory. Journal of Instructional Psychology 2001; 28(2):84.
10. Pasbani R, Shokri O, Pourshahriar H. [The mediating role of academic stress in the relationship between fear of negative assessment and emotional well-being in gifted and normal adolescents]. Contemporary Psychology 2015;10(1): 72-57. [Persian]
11. Meyer EC, Frankfurt SB, Kimbrel NA, DeBeer BB, Gulliver SB, Morrisette SB. The influence of mindfulness, self‐compassion, psychological flexibility, and posttraumatic stress disorder on disability and quality of life over time in war veterans. Journal of clinical psychology 2018; 74 (7): 1272-80. [DOI:10.1002/jclp.22596]
12. Karaman MA, Watson JC. Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of US and international undergraduate students. Personality and Individual Differences 2017; 111: 106-10. [DOI:10.1016/j.paid.2017.02.006]
13. Steinmayr R, Spinath B. The importance of motivation as a predictor of school achievement. Learning and individual differences2009; 19 (1): 80-90. [DOI:10.1016/j.lindif.2008.05.004]
14. Arakeri S, Sunagar B. Locus of control: influence of internality, externality-others, externality-chance among management students. The International Journal of Indian Psychology 2017; 4 (2): 155-62.
15. Busato VV, Prins FJ, Elshout JJ, Hamaker C. Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual differences 2000; 29 (6): 1057-68. [DOI:10.1016/S0191-8869(99)00253-6]
16. Narasimhan P. Self-Concept and Achievement Motivation as a Predictor of Academic Stress among High school students of ICSE Board, Chennai. Indian Journal of Psychological Science 2018; 10 (1): 77-84.
17. Shekhar C, Kumar R. Gender differences in achievement motivation, self-efficacy academic stress and academic achievement of secondary school students. J. Appl. Soc. Sci 2016; 3 (5&6): 117-24.
18. Pintrich PR, Schunk DH. Motivation in education: Theory, research, and applications.2nd ed Upper Saddle River, N.J: Pearson/Merrill Prentice Hall ; 2002.
19. Planchard M, Daniel KL, Maroo J, Mishra C, McLean T. Homework, Motivation, and Academic Achievement in a College Genetics Course. Bioscene: Journal of College Biology Teaching 2015; 41 (2): 11-8.
20. Ramaprabou V, Dash SK. Effect of academic stress on achievement motivation among college students. i-Manager's Journal on Educational Psychology 2018; 11 (4): 32-6. [DOI:10.26634/jpsy.11.4.14219]
21. Zhang L, Qin S, Yao Z, Zhang K, Wu J. Long-term academic stress enhances early processing of facial expressions. International Journal of Psychophysiology 2016; 109: 138-46. [DOI:10.1016/j.ijpsycho.2016.08.010]
22. Takano KI, Reason J. 9 Modelling of human errors in cognitive processes observed in dynamic environments. Engineering Psychology and Cognitive Ergonomics: Job Design and Product Design 2017; 2: 1-9. [DOI:10.4324/9781315094489-9]
23. Jaśko K, Czernatowicz-Kukuczka A, Kossowska M, Czarna AZ. Individual differences in response to uncertainty and decision making: The role of behavioral inhibition system and need for closure. Motivation and Emotion 2015; 39 (4): 541-52. [DOI:10.1007/s11031-015-9478-x]
24. Showkat D, Grimm C. Identifying gender differences in information processing style, self-efficacy, and tinkering for robot tele-operation. 15th International Conference on Ubiquitous Robots ; 2018. [DOI:10.1109/URAI.2018.8441766]
25. Wechsler D. Manual for the WISC.3th ed. San Antonio, TX: Psychological Corporation:1991.
26. Cassidy AR, White MT, DeMaso DR, Newburger JW, Bellinger DC. Processing speed, executive function, and academic achievement in children with dextro-transposition of the great arteries: Testing a longitudinal developmental cascade model. Neuropsychology 2016; 30 (7): 874. [DOI:10.1037/neu0000289]
27. Cardillo R, Mammarella IC, Garcia RB, Cornoldi C. Local and global processing in block design tasks in children with dyslexia or nonverbal learning disability. Research in developmental disabilities 2017; 64: 96-107. [DOI:10.1016/j.ridd.2017.03.011]
28. Sladek RM, Bond MJ, Phillips PA. Age and gender differences in preferences for rational and experiential thinking. Personality and Individual Differences 2010; 49 (8): 907-11. [DOI:10.1016/j.paid.2010.07.028]
29. Tajri T. [The Relationship between Educational Stress and Motivational Beliefs in Educational Delay in Student Athletes: The Mediating Role of Cognitive Strategies]. Sports Psychology Studies 2020; 27(18) 193-210. [Persian]
30. Shafiepour Motlagh F, Torabi Nahad M [Relationship Between Academic Stress, Educational Impulsivity and Negative Academic Self-Concept with Sense of Social Unconsciousness Based on the Mediation of Academic Frustration]. Journal of Instruction and Evaluation, 2018; 11(43): 45-68. [Persian]
31. Lee WK, Kim M. Latent Profiles of Children's Relationships with Parents, Teachers, and Peers: Relations with Mental Health, Academic Stress, Academic Motivation, and Academic Achievement. Korean Journal of Child Studies 2019; 40 (3):105-21. [DOI:10.5723/kjcs.2019.40.3.105]
32. Reddy KJ, Menon KR, Thattil A. Academic stress and its sources among University students. Biomedical and Pharmacology Journal 2018; 11 (1): 531-7. [DOI:10.13005/bpj/1404]
33. Rezaei A, Jeddi EM. Relationship between wisdom, perceived control of internal states, perceived stress, social intelligence, information processing styles and life satisfaction among college students. Current Psychology 2018: 1-7. [DOI:10.1007/s12144-018-9804-z]
34. Aloia LS, McTigue M. Buffering Against Sources Of Academic Stress: The Influence of Supportive Informational and Emotional Communication on Psychological Well-Being. Communication Research Reports 2019; 36 (2): 126-35. [DOI:10.1080/08824096.2019.1590191]
35. Hermans HJ. A questionnaire measure of achievement motivation. Journal of applied psychology 1970; 54 (4): 353. [DOI:10.1037/h0029675]
36. Biabangard E.[Relationship between self-esteem, motivation to progress, and academic achievement in third year high school students in Tehran]. Psychological Studies 2005; 1(4-5): 24-10. [Persian]
37. Zajacova A, Lynch SM, Espenshade TJ. Self-efficacy, stress, and academic success in college. Research in higher education 2005; 46 (6): 677-706. [DOI:10.1007/s11162-004-4139-z]
38. Shokri O, Farahani MN, Kormi Nouri R, Moradi‎ A. Cross-Cultural Analysis of the Relationships between Negative Life Events, ‎Academic Stress and Subjective Well-being among Iranian and Swedish University ‎Students. rph 2014; 8 (1): 1-10. [Persian]
39. Pacini R, Epstein S. The relation of rational and experiential information processing styles to personality, basic beliefs, and the ratio-bias phenomenon. Journal of personality and social psychology 1999; 76 (6): 972. [DOI:10.1037/0022-3514.76.6.972]
40. Rezaei A. [Investigating Factorial Structure and Reliability of The Intuitive-Rational Information Processing Styles Inventory in the University Students Population]. Journal of Research in Behavioural Sciences



XML   Persian Abstract   Print



Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 12, Issue 2 (2020) Back to browse issues page