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Reversing the paradigm: Motivational fluidity predicts lower student engagement

Joanne Hudson Orcid Logo, Laura Mason Orcid Logo, Taylor Waters, Laura Thomas, Emily Oliver

Journal of Motivation, Emotion and Personality, Volume: 11, Issue: 2022

Swansea University Authors: Joanne Hudson Orcid Logo, Laura Mason Orcid Logo, Taylor Waters

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DOI (Published version): 10.12689/jmep.2022.1102

Abstract

There is a need to enhance understanding of the dynamic process of student engagement in Higher Education (Shernoff, 2013) using methods that embrace intra-and inter-individual change and processes and a theoretical framework that offers a dynamic, intra-and inter-individual approach to interpret mo...

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Published in: Journal of Motivation, Emotion and Personality
ISSN: 2331-2343
Published: 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa60176
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spelling 2023-01-05T17:17:44.6918293 v2 60176 2022-06-10 Reversing the paradigm: Motivational fluidity predicts lower student engagement 304341cf2cd1bdb99d7d6ccf0f030d99 0000-0003-4732-8356 Joanne Hudson Joanne Hudson true false ef88a9ba99af7706e3e80e418f482e0a 0000-0002-9679-7063 Laura Mason Laura Mason true false 1475590494d063822ec9e91e72e27d37 Taylor Waters Taylor Waters true false 2022-06-10 STSC There is a need to enhance understanding of the dynamic process of student engagement in Higher Education (Shernoff, 2013) using methods that embrace intra-and inter-individual change and processes and a theoretical framework that offers a dynamic, intra-and inter-individual approach to interpret motivation, affect and behaviour. This study used reversal theory (Apter, 2018) to investigate university students’ engagement and affect in relation to metamotivational state reversals during three large-group 50-minute lectures. 172 participants reported their affect at the start of the lecture, and affect, engagement and metamotivational state at three randomly chosen timepoints throughout each of three lectures early, mid and late semester. Where differences occurred, cognitive, behavioural and emotional engagement were higher and affect more positive/ less negative in non-reversers than reversers, with one exception: agentic engagement was higher in reversers than non-reversers during the final week (p < .05). Across all three weeks the majority of students reported no reversals (72.4-78.7%) and were mostly in the telic, conformist and autic-sympathy or autic-mastery states. Thus psychodiversity, based on our context-specific operationalisation, was observed but not widely demonstrated, and overall, did not appear to be beneficial. Curiously, the only benefit was in relation to an interactive form of engagement. Our findings suggest that most students matched their metamotivational states to the demands of the environment (see Apter, 2018). Further inquiry is needed into psychodiversity and into a key aspect of reversal theory that needs attention: understanding how people control, or can be taught to control, their reversals (Apter, 2013). Journal Article Journal of Motivation, Emotion and Personality 11 2022 2331-2343 Psychodiversity, metamotivational, affect, lecture, education 1 12 2022 2022-12-01 10.12689/jmep.2022.1102 https://reversaltheory.net/journal/issue-index/ COLLEGE NANME Sport and Exercise Sciences COLLEGE CODE STSC Swansea University 2023-01-05T17:17:44.6918293 2022-06-10T15:00:06.1819047 Faculty of Science and Engineering School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences Joanne Hudson 0000-0003-4732-8356 1 Laura Mason 0000-0002-9679-7063 2 Taylor Waters 3 Laura Thomas 4 Emily Oliver 5 60176__24277__19e4b8574c0d458ba295264b3c7ef5a5.pdf 60176.pdf 2022-06-10T15:04:52.3050909 Output 278018 application/pdf Accepted Manuscript true true eng
title Reversing the paradigm: Motivational fluidity predicts lower student engagement
spellingShingle Reversing the paradigm: Motivational fluidity predicts lower student engagement
Joanne Hudson
Laura Mason
Taylor Waters
title_short Reversing the paradigm: Motivational fluidity predicts lower student engagement
title_full Reversing the paradigm: Motivational fluidity predicts lower student engagement
title_fullStr Reversing the paradigm: Motivational fluidity predicts lower student engagement
title_full_unstemmed Reversing the paradigm: Motivational fluidity predicts lower student engagement
title_sort Reversing the paradigm: Motivational fluidity predicts lower student engagement
author_id_str_mv 304341cf2cd1bdb99d7d6ccf0f030d99
ef88a9ba99af7706e3e80e418f482e0a
1475590494d063822ec9e91e72e27d37
author_id_fullname_str_mv 304341cf2cd1bdb99d7d6ccf0f030d99_***_Joanne Hudson
ef88a9ba99af7706e3e80e418f482e0a_***_Laura Mason
1475590494d063822ec9e91e72e27d37_***_Taylor Waters
author Joanne Hudson
Laura Mason
Taylor Waters
author2 Joanne Hudson
Laura Mason
Taylor Waters
Laura Thomas
Emily Oliver
format Journal article
container_title Journal of Motivation, Emotion and Personality
container_volume 11
container_issue 2022
publishDate 2022
institution Swansea University
issn 2331-2343
doi_str_mv 10.12689/jmep.2022.1102
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences
url https://reversaltheory.net/journal/issue-index/
document_store_str 1
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description There is a need to enhance understanding of the dynamic process of student engagement in Higher Education (Shernoff, 2013) using methods that embrace intra-and inter-individual change and processes and a theoretical framework that offers a dynamic, intra-and inter-individual approach to interpret motivation, affect and behaviour. This study used reversal theory (Apter, 2018) to investigate university students’ engagement and affect in relation to metamotivational state reversals during three large-group 50-minute lectures. 172 participants reported their affect at the start of the lecture, and affect, engagement and metamotivational state at three randomly chosen timepoints throughout each of three lectures early, mid and late semester. Where differences occurred, cognitive, behavioural and emotional engagement were higher and affect more positive/ less negative in non-reversers than reversers, with one exception: agentic engagement was higher in reversers than non-reversers during the final week (p < .05). Across all three weeks the majority of students reported no reversals (72.4-78.7%) and were mostly in the telic, conformist and autic-sympathy or autic-mastery states. Thus psychodiversity, based on our context-specific operationalisation, was observed but not widely demonstrated, and overall, did not appear to be beneficial. Curiously, the only benefit was in relation to an interactive form of engagement. Our findings suggest that most students matched their metamotivational states to the demands of the environment (see Apter, 2018). Further inquiry is needed into psychodiversity and into a key aspect of reversal theory that needs attention: understanding how people control, or can be taught to control, their reversals (Apter, 2013).
published_date 2022-12-01T04:18:04Z
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score 11.028886

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