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Student learning motivation and psychological hardiness: Interactive effects on student's reactions to a management class

Michael Cole, Hubert S. Feild & Stanley G. Harris

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abstract We propose here that simultaneously considering the combined effects of students' learning motivation and psychological hardiness can increase understanding of the learning experience and its impact on important learning outcomes. Specifically, we hypothesized that the relationship between learning motivation and learning outcomes would be moderated by individuals' psychological hardiness. We collected data in two studies. The first established the psychometric properties of a newly developed scale, the second tested related research hypotheses. After controlling for socially desirable responding and dispositional learning orientations, our hypothesized interaction between participants' initial motivation to learn and their psychological hardiness explained differences in participants' postlearning motivation, depressive symptomatology, and reactions to their classroom experience assessed 2 months later. The study's findings have particular relevance for anyone who has ever taught or been involved in teaching. At times, for example, students can feel overwhelmed by the numerous responsibilities associated with being a college student. As a result, some will suffer a loss in motivation to perform and, even worse, a few will experience a severe state of depressed mood. Consequently, in this study we address these concerns and offer specific recommendations that could be implemented by universities and instructors to circumvent these detrimental outcomes.
   
type journal paper
   
keywords
   
language English
kind of paper journal article
date of appearance 1-3-2004
journal Academy of Management Learning and Education
publisher Academy of Management Learning and Education (Briarcliff Manor, NY)
ISSN 1537-260X
ISSN (online) 1944-9585
DOI 10.5465/AMLE.2004.12436819
volume of journal 3
number of issue 1
page(s) 64-85
review double-blind review
   
citation Cole, M., Feild, H. S., & Harris, S. G. (2004). Student learning motivation and psychological hardiness: Interactive effects on student's reactions to a management class. Academy of Management Learning and Education, 3(1), 64-85, DOI:10.5465/AMLE.2004.12436819.