Psychological Momentum and Inertia: Toward a Model of Academic Motivation
Psychological Momentum and Inertia: Toward a Model of Academic Motivation
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DOI：
10.1177/0894845319848847
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发表时间：
2021-06-01
影响因子：
2.9
通讯作者：
Dotterer, Aryn M.
中科院分区：
文献类型：
--
作者：
Deemer, Eric D.;Derosa, Pedro A.;Dotterer, Aryn M.
建立在心理动量理论的基础上，我们在这里提出的动机结构与质量、惯性和动量的物理原理之间进行了类比。从这些原理中，我们得出了在低动量和高动量状态下代表学术惯性的概念。样本包括105名非裔美国大学生，他们来自科学、技术、工程和数学专业。对一个新开发的量表进行验证性因子分析(CFA)的结果支持反映低动量状态惯性(LMSI)和高动量状态惯性(HMSI)的两个不同因素。然后考察了LMSI和HMSI之间的条件关系，并以灵感为调节变量。与我们的预测一致的是，结果表明，LMSI和HMSI在低吸气水平下是正向显著的，而在高吸气水平下这一斜率并不显著。对认知-情感因素的含义进行了讨论，这些因素可能抑制或促进学术功能背景下的心理动力。
Building upon psychological momentum theory, we draw an analogy between motivational constructs proposed herein and the physical principles of mass, inertia, and momentum. From these principles, we derived constructs representing academic inertia in states of both low and high momentum. The sample consisted of 105 African American college students in science, technology, engineering, and mathematics majors. Results of a confirmatory factor analysis (CFA) of a newly developed scale yielded support for two distinct factors reflecting low momentum state inertia (LMSI) and high momentum state inertia (HMSI). The conditional relationship between LMSI and HMSI was then examined with inspiration as a moderating variable. Consistent with our prediction, results indicated that the relationship between LMSI and HMSI was positive and significant at low levels of inspiration, while this slope was not significant at high levels of inspiration. Implications for cognitive-affective factors that may inhibit or facilitate psychological momentum in the context of academic functioning are discussed.