Personlighetens och motivationens betydelse för studenters välbennande
(2023) PSYK11 20231Department of Psychology
- Abstract (Swedish)
- Syftet med den aktuella kvantitativa studien var att undersöka sambandet mellan personlighetsdrag, motivationstyper, upplevd akademisk prestation och välbefinnade. Datainsamlingen genomfördes via en digital enkätundersökning vilken besvarades av universitetsstudenter i Sverige (N=67). Studenterna fick skatta personlighetsdrag, motivationstyp, upplevd akademisk prestation samt välbefinnande genom följande validerade mätinstrument; Big Five Inventory, Academic Motivation Scale, Perceived Academic Performance, Ryff’s Psychological Well-Being Scale och Positive Affect Negative Affect Schedule. Sambandet mellan variablerna undersöktes genom regressionsanalyser med olika utfall. Resultatet visade på att respondenterna överlag upplever ett gott... (More)
- Syftet med den aktuella kvantitativa studien var att undersöka sambandet mellan personlighetsdrag, motivationstyper, upplevd akademisk prestation och välbefinnade. Datainsamlingen genomfördes via en digital enkätundersökning vilken besvarades av universitetsstudenter i Sverige (N=67). Studenterna fick skatta personlighetsdrag, motivationstyp, upplevd akademisk prestation samt välbefinnande genom följande validerade mätinstrument; Big Five Inventory, Academic Motivation Scale, Perceived Academic Performance, Ryff’s Psychological Well-Being Scale och Positive Affect Negative Affect Schedule. Sambandet mellan variablerna undersöktes genom regressionsanalyser med olika utfall. Resultatet visade på att respondenterna överlag upplever ett gott välbefinnande. Interaktionen mellan variablerna förklarade mer än hälften av variansen i psykologiskt välbefinnande, vilket överträffar personlighetsdragens respektive motivationstypernas isolerade prediktiva effekt på detta utfall. Negativa affekter var den starkastaste prediktorn för psykologiskt välbefinnande, när samtliga variabler kombinerades. Personlighetsdraget conscientiousness sågs ha en oväntat genomgående signifikant prediktiv kraft när personlighet testades mot motivation, upplevd akademisk prestation och välbefinnande. Slutligen sågs amotivation ha starkare prediktiv kraft än förväntat, när motivation testades mot upplevd akademisk prestation och välbefinnande. Sammanfattningsvis drogs slutsatsen att då personlighetsdrag ter sig mer stabila (Saucier et al., 2014), är motverkandet av amotivation av störst vikt för att främja den autonoma motivationen, vilket i förlängningen gynnar välbefinnandet. Studien har bidragit till att integrera personlighetspsykologi och positiv psykologi i en svensk kontext samt genererat ytterligare kunskap om de faktorer som ligger bakom studenters välbefinnande. (Less)
- Abstract (Swedish)
- The aim of this quantitative study was to investigate the relationship between personality traits, motivational types, perceived academic performance and well-being. The data collection was carried out via a digital survey which was answered by university students in Sweden (N=67). The students estimated personality traits, type of motivation, perceived academic performance and well-being through the following validated instruments; Big Five Inventory, Academic Motivation Scale, Perceived Academic Performance, Ryff's Psychological Well-Being
Scale and Positive Affect Negative Affect Schedule. The relationship between the variables was investigated through regression analysis with multiple outcomes. The results showed that the respondents... (More) - The aim of this quantitative study was to investigate the relationship between personality traits, motivational types, perceived academic performance and well-being. The data collection was carried out via a digital survey which was answered by university students in Sweden (N=67). The students estimated personality traits, type of motivation, perceived academic performance and well-being through the following validated instruments; Big Five Inventory, Academic Motivation Scale, Perceived Academic Performance, Ryff's Psychological Well-Being
Scale and Positive Affect Negative Affect Schedule. The relationship between the variables was investigated through regression analysis with multiple outcomes. The results showed that the respondents generally experience high levels of well-being. The interactio n between the variables explained more than half of the variance in psychological well-being, surpassing theisolated predictive effect of personality traits and motivation types on this outcome. Negative affect was the strongest predictor of psychological well-being, when all variables were combined. The personality trait conscientiousness was found to have unexpectedly consistently significant predictive power, when personality was tested against motivation, perceived academic performance, and well-being. Finally, amotivation was seen to have stronger predictive power than expected, when motivation was tested against perceived academic performance and well-being. In summary, it was concluded that since personality traits appear to be more stable (Saucier et al., 2014), preventing amotivation is of the greatest importance to promote
autonomous motivation, which in extension benefits well-being. The study has contributed to integrating personality psychology and positive psychology in a Swedish context as well as generating additional knowledge about factors behind students' well-being. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9127690
- author
- Vallgren, Tilly LU and Moriarty, Kerry LU
- supervisor
-
- Camilo Saenz LU
- organization
- course
- PSYK11 20231
- year
- 2023
- type
- M2 - Bachelor Degree
- subject
- keywords
- Students, Personality traits, Self-Determination Theory, Academic Motivation, Affect, Psychological Well-Being, studenter, personlighetsdrag, akademisk motivation, affekter och psykologisk välbefinnande
- language
- Swedish
- id
- 9127690
- date added to LUP
- 2023-06-20 13:39:23
- date last changed
- 2023-06-20 13:39:23
@misc{9127690,
abstract = {{The aim of this quantitative study was to investigate the relationship between personality traits, motivational types, perceived academic performance and well-being. The data collection was carried out via a digital survey which was answered by university students in Sweden (N=67). The students estimated personality traits, type of motivation, perceived academic performance and well-being through the following validated instruments; Big Five Inventory, Academic Motivation Scale, Perceived Academic Performance, Ryff's Psychological Well-Being
Scale and Positive Affect Negative Affect Schedule. The relationship between the variables was investigated through regression analysis with multiple outcomes. The results showed that the respondents generally experience high levels of well-being. The interactio n between the variables explained more than half of the variance in psychological well-being, surpassing theisolated predictive effect of personality traits and motivation types on this outcome. Negative affect was the strongest predictor of psychological well-being, when all variables were combined. The personality trait conscientiousness was found to have unexpectedly consistently significant predictive power, when personality was tested against motivation, perceived academic performance, and well-being. Finally, amotivation was seen to have stronger predictive power than expected, when motivation was tested against perceived academic performance and well-being. In summary, it was concluded that since personality traits appear to be more stable (Saucier et al., 2014), preventing amotivation is of the greatest importance to promote
autonomous motivation, which in extension benefits well-being. The study has contributed to integrating personality psychology and positive psychology in a Swedish context as well as generating additional knowledge about factors behind students' well-being.}},
author = {{Vallgren, Tilly and Moriarty, Kerry}},
language = {{swe}},
note = {{Student Paper}},
title = {{Personlighetens och motivationens betydelse för studenters välbennande}},
year = {{2023}},
}