TY - JOUR
T1 - Effect of best possible self intervention on situational motivation and commitment in academic context
AU - Altintas, Emin
AU - Karaca, Yasemin
AU - Moustafa, Ahmed
AU - El Haj, Mohamad
PY - 2020
Y1 - 2020
N2 - This study investigated the immediate effect of a Best Possible Self (BPS) intervention to enhance positive affect, situational academic motivation and academic commitment in a university context. A large sample of 176 French undergraduate students participated in the study. An experimental group (n = 88) performed a “Best Possible Self” (BPS) intervention that consisted of mentally thinking of the ideal academic future life. A control group (n = 88) was recruited to read neutral information during the same time. We evaluated positive and negative affect, situational academic motivation, and academic commitment. A comparison between the experimental and control group revealed significantly higher levels of positive affect, self-determined situational motivation, and academic commitment in the experimental group than in the control group. The results suggest that future positive thinking may be used to enhance situational academic motivation, and academic commitment in students, with a pivotal role for positive affect. Finally, the BPS intervention effect on motivation was fully mediate by positive affect.
AB - This study investigated the immediate effect of a Best Possible Self (BPS) intervention to enhance positive affect, situational academic motivation and academic commitment in a university context. A large sample of 176 French undergraduate students participated in the study. An experimental group (n = 88) performed a “Best Possible Self” (BPS) intervention that consisted of mentally thinking of the ideal academic future life. A control group (n = 88) was recruited to read neutral information during the same time. We evaluated positive and negative affect, situational academic motivation, and academic commitment. A comparison between the experimental and control group revealed significantly higher levels of positive affect, self-determined situational motivation, and academic commitment in the experimental group than in the control group. The results suggest that future positive thinking may be used to enhance situational academic motivation, and academic commitment in students, with a pivotal role for positive affect. Finally, the BPS intervention effect on motivation was fully mediate by positive affect.
KW - affect (psychology)
KW - college students
KW - motivation in education
UR - https://hdl.handle.net/1959.7/uws:55823
U2 - 10.1016/j.lmot.2019.101599
DO - 10.1016/j.lmot.2019.101599
M3 - Article
SN - 0023-9690
VL - 69
JO - Learning and Motivation
JF - Learning and Motivation
M1 - 101599
ER -