{"id":{"repo_id":"london-metro","oai_identifier":"oai:repository.londonmet.ac.uk:694"},"canonical_url":"https://search.dev.ndltd.org/etd/london-metro/oai:repository.londonmet.ac.uk:694","repository":{"repo_id":"london-metro","name":"London Metropolitan University","base_url":"https://repository.londonmet.ac.uk/cgi/oai2"},"display":{"title":"Adaptive-positive vs. maladaptive-negative structures and processes in learning : towards the comprehensive model of academic performance","abstract":"The goal of the Ph.D. research was to develop an empirical foundation suitable for designing educational interventions and programmes aiming to improve students' learning. In order to achieve this a series of studies was conducted that supported the development and test of a comprehensive, chained mediation model of academic performance. The proposed chained mediation model comprised of adaptive-positive and maladaptive-negative submodels. The adaptive-positive submodel hypothesised firstly that trait intrinsic motivation and adaptive metacognition would facilitate the use of creative cognition in studying (first-level mediator). Secondly, the mediator hypothesised that the use of creative cognition in studying would lead to the experience of positive affect in studying, and to the development of adaptive approaches to studying (second-level mediators). Finally, the submodel hypothesised that positive affect in studying and adaptive approaches to studying would facilitate academic performance. The maladaptive-negative submodel hypothesised firstly that trait intrinsic motivation and maladaptive metacognition would lead to evaluation anxiety (first-level mediator). Secondly, the model hypothesised that evaluation anxiety would lead to the experience of negative affect in studying, and to the development of a maladaptive approach to studying (second-level mediators). Finally, the model hypothesised that negative affect in studying and the maladaptive approach to studying would undermine academic performance. A total of five studies were conducted employing 2140 university students.","abstract_html":"The goal of the Ph.D. research was to develop an empirical foundation suitable for designing educational interventions and programmes aiming to improve students' learning. In order to achieve this a series of studies was conducted that supported the development and test of a comprehensive, chained mediation model of academic performance. The proposed chained mediation model comprised of adaptive-positive and maladaptive-negative submodels. The adaptive-positive submodel hypothesised firstly that trait intrinsic motivation and adaptive metacognition would facilitate the use of creative cognition in studying (first-level mediator). Secondly, the mediator hypothesised that the use of creative cognition in studying would lead to the experience of positive affect in studying, and to the development of adaptive approaches to studying (second-level mediators). Finally, the submodel hypothesised that positive affect in studying and adaptive approaches to studying would facilitate academic performance. The maladaptive-negative submodel hypothesised firstly that trait intrinsic motivation and maladaptive metacognition would lead to evaluation anxiety (first-level mediator). Secondly, the model hypothesised that evaluation anxiety would lead to the experience of negative affect in studying, and to the development of a maladaptive approach to studying (second-level mediators). Finally, the model hypothesised that negative affect in studying and the maladaptive approach to studying would undermine academic performance. 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In order to achieve this a series of studies was conducted that supported the development and test of a comprehensive, chained mediation model of academic performance. The proposed chained mediation model comprised of adaptive-positive and maladaptive-negative submodels. The adaptive-positive submodel hypothesised firstly that trait intrinsic motivation and adaptive metacognition would facilitate the use of creative cognition in studying (first-level mediator). Secondly, the mediator hypothesised that the use of creative cognition in studying would lead to the experience of positive affect in studying, and to the development of adaptive approaches to studying (second-level mediators). Finally, the submodel hypothesised that positive affect in studying and adaptive approaches to studying would facilitate academic performance. The maladaptive-negative submodel hypothesised firstly that trait intrinsic motivation and maladaptive metacognition would lead to evaluation anxiety (first-level mediator). Secondly, the model hypothesised that evaluation anxiety would lead to the experience of negative affect in studying, and to the development of a maladaptive approach to studying (second-level mediators). Finally, the model hypothesised that negative affect in studying and the maladaptive approach to studying would undermine academic performance. A total of five studies were conducted employing 2140 university students."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Adaptive-positive vs. maladaptive-negative structures and processes in learning : towards the comprehensive model of academic performance"]}]}],"canonical_facts":{"dc:contributor.sponsor":["London Metropolitan University"],"dc:creator":["Rogaten, Jekaterina"],"dc:date":["2014-10"],"dc:date.issued":["2014-10"],"dc:description.abstract":["The goal of the Ph.D. research was to develop an empirical foundation suitable for designing educational interventions and programmes aiming to improve students' learning. In order to achieve this a series of studies was conducted that supported the development and test of a comprehensive, chained mediation model of academic performance. The proposed chained mediation model comprised of adaptive-positive and maladaptive-negative submodels. The adaptive-positive submodel hypothesised firstly that trait intrinsic motivation and adaptive metacognition would facilitate the use of creative cognition in studying (first-level mediator). Secondly, the mediator hypothesised that the use of creative cognition in studying would lead to the experience of positive affect in studying, and to the development of adaptive approaches to studying (second-level mediators). Finally, the submodel hypothesised that positive affect in studying and adaptive approaches to studying would facilitate academic performance. The maladaptive-negative submodel hypothesised firstly that trait intrinsic motivation and maladaptive metacognition would lead to evaluation anxiety (first-level mediator). Secondly, the model hypothesised that evaluation anxiety would lead to the experience of negative affect in studying, and to the development of a maladaptive approach to studying (second-level mediators). Finally, the model hypothesised that negative affect in studying and the maladaptive approach to studying would undermine academic performance. 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