Browsing by Author "Hodis G"

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Configurations of regulatory focus and directing attention and their associations with autonomy, competence, and relatedness need satisfaction/frustration
(Taylor and Francis Group on behalf of the Australian Psychological Society, 2024-08-19) Hodis F; Hodis G
Objective The first objective of this research was to investigate the interrelationships of regulatory focus (i.e. promotion and prevention) and the ability to direct attention when studying. The second was to examine whether unobserved groups of individuals having distinct combinations of regulatory focus and directing attention differed on satisfaction/frustration of their basic psychological needs. Method Data were collected from 307 undergraduate students from the US. Latent profile analysis was used to uncover the unobserved groups defined by distinct configurations of promotion, prevention, and directing attention and to examine differences among these groups with regard to satisfaction/frustration of basic needs. Results Three latent groups were identified. Students who had high levels of promotion, prevention, and directing attention, also had strong satisfaction and weak frustration of their psychological needs. Students with low promotion, prevention, and directing attention, also had strong frustration and weak satisfaction of their psychological needs. Conclusions The adaptive pattern of self-regulation, characterized by strong promotion, prevention, and directing attention, was also associated with an adaptive combination of high need satisfaction and low need frustration. A less adaptive pattern of low promotion, prevention, and directing attention was also associated with a maladaptive combination of high need frustration and low need satisfaction.
Together for good: Aspects of supportive communication between tertiary classmates that lead to academic success
(Institute of Education, Massey University, 2022-09-15) Mock A; Hodis G
How well classmates communicate support with each other may significantly influence how well they learn and their commitment to learning. This study asked students which aspects of supportive communication they use with each other and which aspects they regard as most important for successful study. One hundred polytechnic students participated in this study. They rated how frequently they experienced and how influential they considered 18 aspects of supportive communication between classmates for study success. The students regarded many aspects of supportive communication influential but few aspects were present in most instances. They experienced and valued able and motivated supporters, and supportive relationships with classmates the most. Students in similar years of study experienced and valued similar aspects of supportive communication. Training a whole class in supportive communication may develop positive shared values among the students and a climate that encourages mutual support. Courses that provide ongoing activities and opportunities for students to develop their skills in communicating support may produce more successful students.