P r e s e n t a t i o n s : 1 . A t t e n d i n g C l a s s i s O n l y t h e F i r s t S t e p i n B e i n g P r e s e n t i n
C l a s s : A t t e n d a n c e i s N o t P r e s e n c e
•Gareau, Gaudreau,& Miranda 2 . P s y c h o l o g i c a l N e e d S a t i s f a c t i o n a s a n A n t e c e d e n t a n d
C o n s e q u e n c e o f C o p i n g a n d G o a l P r o g r e s s
• Gunnell, Fecteau, & Gaudreau 3 . E x a m i n i n g t h e M e d i a t i n g R o l e o f C o p i n g i n t h e D i f f e r e n t i a l
A s s o c i a t i o n s o f A f f e c t i v e a n d M o t i v a t i o n a l S t a t e s w i t h A f f e c t i v e S p i l l o v e r
•Blouin-Hudon & Gaudreau 4 . B e y o n d R e c i p r o c i t y : A P o i n t B y P o i n t A n a l y s i s o f
P e r f o r m a n c e t o U n p a c k t h e R o l e o f A p p r a i s a l s , A f f e c t , a n d C o p i n g
•Gaudreau & Doron
On the Importance of Examining Reciprocal Deterministic
Relationships in Positive Psychology
P r e s e n t a t i o n s : 1 . A t t e n d i n g C l a s s i s O n l y t h e F i r s t S t e p i n B e i n g P r e s e n t i n
C l a s s : A t t e n d a n c e i s N o t P r e s e n c e
•Gareau, Gaudreau,& Miranda 2 . P s y c h o l o g i c a l N e e d S a t i s f a c t i o n a s a n A n t e c e d e n t a n d
C o n s e q u e n c e o f C o p i n g a n d G o a l P r o g r e s s
• Gunnell, Fecteau, & Gaudreau 3 . E x a m i n i n g t h e M e d i a t i n g R o l e o f C o p i n g i n t h e D i f f e r e n t i a l
A s s o c i a t i o n s o f A f f e c t i v e a n d M o t i v a t i o n a l S t a t e s w i t h A f f e c t i v e S p i l l o v e r
•Blouin-Hudon & Gaudreau 4 . B e y o n d R e c i p r o c i t y : A P o i n t B y P o i n t A n a l y s i s o f
P e r f o r m a n c e t o U n p a c k t h e R o l e o f A p p r a i s a l s , A f f e c t , a n d C o p i n g
•Gaudreau & Doron
On the Importance of Examining Reciprocal Deterministic
Relationships in Positive Psychology
KATIE GUNNELL,
MARIE-CLAUDE FECTEAU,
PATRICK GAUDREAU
Psychological Need Satisfaction as an Antecedent and Consequence of
Coping and Goal Progress
Introduction
Academic Achievement Goal progress
Self-Determination Theory (Deci & Ryan, 2002)
Psychological Need Satisfaction (PNS)
Competence
Autonomy
Relatedness
Coping Task-Oriented Coping
Disengagement-Oriented Coping
Purpose 1
Examine the complex relationships between
Psychological need satisfaction (PNS)
Coping
Academic goal progress
PNS
Disengagement-Oriented
Coping
Task-Oriented Coping
Goal Progress
PNS
Ntoumanis, Edmunds, & Duda, 2009
Purpose 2
Examine Coping as a mediator
Between PNS and goal progress
PNS
Disengagement-Oriented
Coping
Task-Oriented Coping
Goal Progress
PNS
Purpose 3
Examine the reciprocal relationships between PNS and coping/goal progress
PNS
Disengagement-Oriented
Coping
Task-Oriented Coping
Goal Progress
PNS
Hypotheses
Disengagement-Oriented
Coping
Task-Oriented Coping
Goal Progress
PNS
Time 1 Time 2 Time 3
PNS
Method
Procedures Time 1: Start of semester (Early October) Time 2: A few weeks after midterms (Late November) Time 3: Winter semester (Early February)
Participants N = 269 undergraduate students Age Range: 16 to 48 years (M =19.47, SD = 3.29) Female = 67.3% Most first year students (58.4%) Most Caucasian (65.9%), Asian (18.2%)
Measures
Participants self-reported an academic goal
Measures
Time 1 & Time 3:
PNS: Basic Psychological Need Satisfaction Scale adapted to academic contexts (12-items; Gagné, 2003)
Time 2:
Coping: Short COPE(Carver, 1997) and achievement-related coping questionnaire (16-items; Gaudreau & Blondin, 2002)
Time 3:
Goal Progress: Three items from Dugas et al., 2012
Data Analyses
All Analyses conducted using Mplus 7.0
1. Preliminary Data Screening
2. Longitudinal Invariance
3. Structural Equation Modeling
Mediation model
Bootstrapped Bias Corrected Confidence intervals
Results
Attrition analyses No differences on study variable
Gender difference between those who completed all 3 times points
Longitudinal Invariance: loadings, intercepts, errors
Measurement model: MLRχ²(85) = 134.57, p = .0005,
CFI = .97,
TLI = .96,
RMSEA = .05,
RMSEA 90% CI = .03 – .06
* p < .05, † p < .06. Standardized betas 95% confidence intervals around the standardized betas. MLRχ²(86) = 134.32, p = .0007, CFI = .97, TLI = .96, RMSEA = .05, RMSEA (90% CI = .03 – .06,) SRMR = .06.
PNS
Task-Oriented Coping
Disengagement-Oriented
Coping
Goal Progress PNS
.34* [.17 .52]
.25† [-.01 .50]
.42* [.22 .61]
.24 * [.003 .47]
-.28 * [-.46 -.09]
-.27 * [-.47 -.08]
.001 [-.24 .25]
.03 [-.21 .26]
R2 = .42* R2 = .15*
R2 = .08
R2 = .12
.23* [.06 .41]
Time 1 Start of Semester
Time 2 After Midterms
Time 3 February (received grades)
Results
PNS
Disengagement-Oriented
Coping
Task-Oriented Coping
Goal Progress
Total effect and total indirect effect from PNS (T1) to goal progress (T3) was positive and significant
Mediated by task-oriented (T2) - positive
Mediated by disengagement-oriented coping (T2) - negative
Results
Total effect from task-oriented coping (T2) to PNS (T3) was significant
Mediated by goal progress (T3) – positive
Non-significant total effect from disengagement-oriented coping (T2) to PNS (T3)
Mediated by goal progress (T3)- negative
PNS
Disengagement-Oriented
Coping
Task-Oriented Coping
Goal Progress
PNS
Results
Total effect from Time 1 and Time 3 PNS was significant:
Mediated by task-oriented coping (T2) - positive
Mediated by Task-oriented coping (T2) to goal progress (T3) - positive
PNS
Disengagement-Oriented
Coping
Task-Oriented Coping
Goal Progress
PNS
Discussion
Integrative reciprocal model accounted for small to large proportions of variance
8-42%
Reciprocal relationship
PNS leads to greater task-oriented coping and less disengagement-oriented coping
In turn, coping lead to greater PNS through goal progress
Limitations and Future Directions
Limitations
Self-report
Casual Conclusions
Between-person design
Future Directions
Informant report
Cross-lagged Analyses
Within-person design
Practical Implications
The strategy of managing effort leads to progressing on academic goals.
Coping intervention to improve academic achievement
Stress management programs
Gaudreau and colleagues currently running a randomized controlled trial
Acknowledgements
This research was supported by the Social Sciences and Humanities Research Council of Canada
This research was part of a manuscript has been submitted for publication
P r e s e n t a t i o n s : 1 . P s y c h o l o g i c a l N e e d S a t i s f a c t i o n a s a n A n t e c e d e n t a n d
C o n s e q u e n c e o f C o p i n g a n d G o a l P r o g r e s s
• Gunnell, Fecteau, & Gaudreau 2 . E x a m i n i n g t h e M e d i a t i n g R o l e o f C o p i n g i n t h e D i f f e r e n t i a l
A s s o c i a t i o n s o f A f f e c t i v e a n d M o t i v a t i o n a l S t a t e s w i t h A f f e c t i v e S p i l l o v e r
•Blouin-Hudon & Gaudreau 3 . A t t e n d i n g C l a s s i s O n l y t h e F i r s t S t e p i n B e i n g P r e s e n t i n
C l a s s : A t t e n d a n c e i s N o t P r e s e n c e
•Gareau, Gaudreau,& Miranda 4 . B e y o n d R e c i p r o c i t y : A P o i n t B y P o i n t A n a l y s i s o f
P e r f o r m a n c e t o U n p a c k t h e R o l e o f A p p r a i s a l s , A f f e c t , a n d C o p i n g
•Gaudreau & Doron
On the Importance of Examining Reciprocal Deterministic
Relationships in Positive Psychology