Datu Jesus Alfonso D
The University of Hong Kong(Hong Kong).
Span J Psychol. 2017 Apr 9;20:E22. doi: 10.1017/sjp.2017.19.
Recent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = -.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.
近期文献已经认识到在集体主义文化中低唤醒积极情绪（如平和感与内心和谐感）所发挥的有利作用。然而，在教育背景下探索低唤醒情感状态益处的研究有限。本研究考察了525名菲律宾高中生的内心平静感与学业动机（即无动机、受控动机和自主动机）及学业成绩之间的联系。研究结果显示，内心平静感与学业成绩呈正相关（β = .16，p < .05）、与自主动机呈正相关（β = .48，p < .001）、与受控动机呈正相关（β = .25，p < .01）。正如预期的那样，内心平静感与无动机呈负相关（β = -.19，p < .05），自主动机与学业成绩呈正相关（β = .52，p < .01）。此外，基于5000次自抽样的95%置信区间的偏差校正自抽样分析结果表明，内心平静感通过自主动机的中介作用对学业成绩产生间接影响。就效应量而言，研究结果表明内心平静感解释了学业成绩和动机中约1%至18%的方差变异。本研究阐明了这些结果的理论和实践意义。
