Eve-Marie Blouin-Hudon, Carleton University, Patrick Gaudreau, & - - PowerPoint PPT Presentation
Eve-Marie Blouin-Hudon, Carleton University, Patrick Gaudreau, & Alexandre Gareau, University of Ottawa Presented at the 2 nd Canadian Conference on Positive Psychology, July 18 th , 2014 Self-regulation as a priority Understand
Eve-Marie Blouin-Hudon, Carleton University, Patrick Gaudreau, & Alexandre Gareau, University of Ottawa Presented at the 2nd Canadian Conference on Positive Psychology, July 18th, 2014
Understand simultaneous contribution of goal motivation and affective states in predicting coping with academic stressors. In turn, examine the contribution of coping strategies on affective experience.
“Cognitive and behavioural actions used by individuals to manage stress that is perceived as exceeding the resources of the person, while minimizing its emotional impact” (Lazarus & Folkman, 1984).
Disengagement-oriented strategies: emotional venting, behavioural disengagement, and denial. Orient one’s attention away from the task. Predict poor adjustment to college and greater distress when managing a stressful situation.
Task-oriented coping: active coping, planning, increased effort, positive reappraisal, and relaxation. Generate a sense of mastery and control Predicts increases in achievement, optimism, and well-being, positive affect.
Pride, joy, interest, love Patterns of thought to enhance cognitive flexibility and creativity (Fredrickson & Joiner, 2002)
Worry, dislike, guilt Narrows scope of attention and can impair social and cognitive development (Fredrickson, 2001)
Pleasurable engagement - positive affect should fuel ability to cope with stressful and negative situations in a more task-oriented manner. Unpleasurable engagement - negative affect should fuel the impulse to disengage from stressor.
Autonomous motivation: goals pursued in respect with a person’s intrinsic values, interests, passions and beliefs Controlled motivation: goals pursued in order to avoid guilt and/or in order to obtain or avoid something in return
How can key assumptions
Model and the Broaden- and-Built Theory help us better understand academic coping? How can affect reciprocate through coping during an acedemic semester?
Positive Affect Autonomous Motivation
Disengagement Coping
Negative Affect Controlled Motivation
Negative Affect
Disengagement coping
Positive Affect Autonomous Motivation
Disengagement coping
Negative Affect Controlled Motivation
Short-term prospective study Following students before the first set of midterm exams (early October; Time 1) and after the second set of midterm exams (late November; Time 2.) The sample included 272 students (79% females and 21% males)
163 completed both the Time 1 and the Time 2 questionnaires, yielding a retention rate of 64%.
Task coping
Positive Affect
Autonomous Motivation Disengagement coping
Negative Affect Controlled Motivation Positive Affect Negative Affect Positive Affect Negative Affect
Fredrickson’s (2001) spillover hypothesis:
Enhanced psychological resilience from positive affective states are more likely to demonstrate subsequent increases in positive affect.
Positive affect + autonomous goals:
Complementary resources to facilitate a broadened form of self-regulatory effort when facing stressful situations.
Future work:
Determine if a sequence from task-oriented coping via goal progress could mediate the relation between autonomous goal motivation and change in positive affect states.
Upward spiral towards emotional well-being (Fredrickson & Joiner, 2002). Translate to psychoeducational interventions?
Social Sciences and Humanities Research Council (SSHRC) Patrick Gaudreau and Alexandre Gareau
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