The role of coping strategies in learning motivation

Mihaela-Ioana Susanu (), Carmen-Mihaela Băiceanu () and Mihaela Luminița Sandu ()
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Mihaela-Ioana Susanu: Ovidius University of Constanta, Faculty of Psychology and Educational Sciences
Carmen-Mihaela Băiceanu: Ovidius University of Constanta, Faculty of Psychology and Educational Sciences
Mihaela Luminița Sandu: Ovidius University of Constanta, Faculty of Psychology and Educational Sciences

BlackSea Journal of Psychology, 2020, vol. 11, issue 1, 41-46

Abstract: Motivation is seen as a dynamic phenomenon based on the interaction of one's perceptions, behaviors and the environment, aiming at achieving a goal. Learning motivation is still a matter of major concern to education researchers, being largely responsible for achieving school performance. Regarding the academic context, the most important sources of motivation are related to the perceptions of the subjects about the value of some activities or their own skills that can lead to the accomplishment of the task received. This paperwork aims to identify, by gender, the cognitive-motivational coping strategies and the specificity of the motivation of learning at the age of adolescence. It started from the assumption that learning motivation will be influenced by cognitive-motivational coping. The research group included 60 teenagers, high school students from Constanta city. Two working tools were used to validate the hypotheses: Cognitive Emotion Regulation Questionnaire CERQ and SMALSI School Motivation and Learning Strategies Inventory.

Keywords: learning motivation; coping; cognitive-motivational coping strategy (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:tec:bseaps:v:11:y:2020:i:1:p:41-46

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