Regulatory Focus and Autonomous Motivation as Predictive Variables of Research Self-Efficacy among Graduate Students at Qassim University
DOI:
https://doi.org/10.53285/artsep.v7i4.2976Keywords:
regulatory focus, autonomous motivation, research self-efficacy,, graduate studentsAbstract
The aim of this study was to examine the predictive capacity of the two dimensions of regulatory focus (promotion/prevention) and the two dimensions of autonomous motivation (identified/intrinsic) for research self-efficacy among graduate students at Qassim University. The sample of the study consisted of 171 graduate students, including 93 master’s students and 78 doctoral students. The following instruments were administered: the Regulatory Focus Scale, the Autonomous Motivation Scale, and the Research Self-Efficacy Scale. The results indicated that graduate students at Qassim University demonstrated high levels of regulatory focus, particularly promotion focus, as well as high levels of autonomous motivation, especially intrinsic motivation. They also exhibited elevated levels of research self-efficacy. The findings further revealed that promotion focus significantly predicts research self-efficacy, whereas prevention focus does not. Moreover, research self-efficacy was predicted solely by intrinsic motivation, one of the dimensions of autonomous motivation.
References
أولاً: المراجع العربية:
أرنوط، بشرى إسماعيل أحمد. (2017). فاعلية الذات البحثية لدى طلبة الدراسات العليا بالجامعات الحكومية العربية: دراسة مقارنة في ضوء بعض المتغيرات الديموغرافية.مجلة الإرشاد النفسي، جامعة عين شمس، 1(50)، 1–47.
حلمي، أمينة حسن محمد. (2022). الدور الوسيط لإشباع الحاجات النفسية الأساسية في العلاقة بين التركيز التنظيمي والازدهار النفسي لدى طلاب الجامعة .مجلة البحث العلمي في التربية، كلية البنات – جامعة عين شمس، 2(23)، 128–181.
حنتول، أحمد موسى. (2020). فاعلية الذات البحثية وعلاقتها بالصلابة النفسية والشعور بالأمل لدى طلبة الدراسات العليا بجامعة جازان .مجلة جامعة جازان للعلوم الإنسانية، 9(1)، 13–40.
ذكي، هناء محمد؛ سالم، رانيا محمد. (2022). الإسهام النسبي للتركيز التنظيمي والصلابة الأكاديمية والذكاء الضمني في الاندماج في التعلم الإلكتروني المجلة المصرية للدراسات النفسية، 32(117)، 406–484.
راف الله، عائشة علي؛ عطا، سالي نبيل. (2022). النموذج البنائي للعلاقات بين الشخصية الاستباقية، والتركيز التنظيمي، والهوية الأخلاقية، وقابلية التكيف، في ظل انتشار تطبيقات الذكاء الاصطناعي في البحث العلمي لدى طلاب الدراسات العليا. المجلة العربية للقياس والتقويم، 5(9)، 46–114.
عبد العزيز، أسماء حمزة. (2024). أثر التفاعل بين الاستعداد للتعلم عن بعد والتركيز التنظيمي وحضور المعلم الجامعي كما يدركه طلبة كلية التربية في الرضا عن التعلم عبر بيئة التعلم الإلكتروني. مجلة جامعة المنوفية – كلية التربية، 3، 232–234.
يوسف، محمود رامز. (2023). التمكين النفسي وتوكيد الذات كمؤشرين للتنبؤ بفاعلية الذات البحثية لدى عينة من طلبة الدراسات العليا بكلية التربية جامعة عين شمس .مجلة الإرشاد النفسي، 76(1)، 178–230.
Arabic References
Arnūt, Bashrī Ismāʿīl Aḥmad. (2017). Fāʿiliyyat al-dhāt al-baḥthiyya ladā ṭullāb al-dirāsāt al-ʿulyā bi-al-jāmiʿāt al-ḥukūmiyya al-ʿarabiyya: Dirāsa muqārana fī ḍawʾ baʿḍ al-mutaghayyirāt al-dīmūghrāfiyya. Majallat al-Irshād al-Nafsī, Jāmiʿat ʿAyn Shams, 1(50), 1–47.
Ḥilmī, Amīna Ḥasan Muḥammad. (2022). Al-dawr al-wasīṭ li-ishbāʿ al-ḥājāt al-nafsiyya al-asāsiyya fī al-ʿalāqa bayna al-tarkīz al-ta nẓīmī wa-al-izdihār al-nafsī ladā ṭullāb al-jāmiʿa. Majallat al-Baḥth al-ʿIlmī fī al-Tarbiyya, Kulliyyat al-Banāt – Jāmiʿat ʿAyn Shams, 2(23), 128–181.
Ḥantūl, Aḥmad Mūsā. (2020). Fāʿiliyyat al-dhāt al-baḥthiyya wa-ʿalāqatuhā bi-al-ṣalāba al-nafsiyya wa-al-shuʿūr bi-al-amal ladā ṭullāb al-dirāsāt al-ʿulyā bi-Jāmiʿat Jāzān. Majallat Jāmiʿat Jāzān lil-ʿUlūm al-Insāniyya, 9(1), 13–40.
Zakkī, Hanāʾ Muḥammad & Sālim, Rānyā Muḥammad. (2022). Al-isshām al-nisbī li-al-tarkīz al-ta nẓīmī wa-al-ṣalāba al-akādīmiyya wa-al-dhākāʾ al-ḍimnī fī al-indimāj fī al-taʿallum al-iliktrūnī. Al-Majalla al-Miṣriyya lil-Dirāsāt al-Nafsiyya, 32(117), 406–484.
Rāf Allāh, ʿĀʾisha ʿAlī & ʿAṭā, Sālī Nabīl. (2022). Al-namūdhaj al-banāʾī li-al-ʿalāqāt bayna al-shakhṣiyya al-istibāqiyya wa-al-tarkīz al-ta nẓīmī wa-al-huwiyya al-akhlaqiyya wa-qābiliyyat al-takayyuf fī ẓill intishār taṭbīqāt al-dh akāʾ al-iṣṭināʿī fī al-baḥth al-ʿilmī ladā ṭullāb al-dirāsāt al-ʿulyā. Al-Majalla al-ʿArabiyya lil-Qiyās wa-al-Taqwīm, 5(9), 46–114.
ʿAbd al-ʿAzīz, Asmāʾ Ḥamza. (2024). Athar al-tafāʿul bayna al-istiʿdād lil-taʿallum ʿan buʿd wa-al-tarkīz al-ta nẓīmī wa-ḥuḍūr al-muʿallim al-jāmiʿī kamā yudrikuh ṭalabat Kulliyyat al-Tarbiyya fī al-riḍā ʿan al-taʿallum ʿabra bīʾat al-taʿallum al-iliktrūnī. Majallat Jāmiʿat al-Minūfiyya – Kulliyyat al-Tarbiyya, 3, 232–234.
Yūsuf, Maḥmūd Rāmiz. (2023). Al-tamkīn al-nafsī wa-tawkīd al-dhāt ka-muʾashshirayn lil-tanabbūʾ bi-fāʿiliyyat al-dhāt al-baḥthiyya ladā ʿayyina min ṭullāb al-dirāsāt al-ʿulyā bi-Kulliyyat al-Tarbiyya Jāmiʿat ʿAyn Shams. Majallat al-Irshād al-Nafsī, 76(1), 178–230.
ثانياً: المراجع الانجليزية:
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents, 5, 307–337. Greenwich, CT: Information Age Publishing.
Bougmiza, N. S., Alchawa, M. A., Al Kubaisi, N., & Selim, N. (2022). Assessing research self-efficacy among primary health care physicians: A snapshot from Qatar. BMC Primary Care, 1–7. https://doi.org/10.1186/s12875-022-01736-7
Brockner, J., & Higgins, E. T. (2001). Regulatory focus theory: Implications for the study of emotions at work. Organizational Behavior and Human Decision Processes, 86(1), 35–66.
Cavallo, J. V. (2020). Regulatory focus theory. In Encyclopedia of personality and individual differences, 4351–4356. Cham: Springer International Publishing.
Celcima, D., Osmani, F., & Bardhi, E. K. (2024). The relationship between academic motivation and self-efficacy in undergraduate students: Kosovo case. Revista de Gestão Social e Ambiental, 18(1), 1–193. https://doi.org/10.24857/rgsa
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Deng, W., Lei, W., Guo, X., Li, X., Ge, W., & Hu, W. (2022). Effects of regulatory focus on online learning engagement of high school students: The mediating role of self-efficacy and academic emotions. Journal of Computer Assisted Learning, 38(3), 707–718. https://doi.org/10.1111/jcal.12642
Gorji, A., Darabieniya, M., & Ranjbar, M. (2015). Research self-efficacy in relation to educational motivation in students of Mazandaran University of Medical Sciences. Journal of Contemporary Medical Education, 3(2), 59–63.
Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. Advances in Experimental Social Psychology, 30, 1–46. https://doi.org/10.1016/S0065-2601(08)60381-0
Hodis, F. A., & Hodis, G. M. (2017). Assessing motivation of secondary school students: An analysis of promotion and prevention orientations as measured by the Regulatory Focus Questionnaire. Journal of Psychoeducational Assessment, 35(7), 670–682. https://doi.org/10.1177/0734282916658385
Johnson, P. D., Smith, M. B., Wallace, J. C., Hill, A. D., & Baron, R. A. (2015). A review of multilevel regulatory focus in organizations. Journal of Management, 41(5), 1501–1529.
Kümmel, E., & Kimmerle, J. (2020). The effects of a university's self-presentation and applicants' regulatory focus on emotional, behavioral, and cognitive student engagement. Sustainability, 12(23), 10045. https://doi.org/10.3390/su122310045
Kuo, P. B., Woo, H., & Bang, N. M. (2017). Advisory relationship as a moderator between research self-efficacy, motivation, and productivity among counselor education doctoral students. Counselor Education & Supervision, 56, 130–144. https://doi.org/10.1002/ceas.12095
Liu, C., Wang, L. Q. R., Wang, W., Jia, S., Shang, D., & Yan, S. (2019). Prevalence and associated factors of depression and anxiety among doctoral students: Mentoring relationships as a mediator between research self-efficacy and depression/anxiety. Psychology Research and Behavior Management, 12, 195–208. https://doi.org/10.2147/PRBM.S193430
Lockwood, P., Jordan, C. H., & Kunda, Z. (2002). Motivation by positive or negative role models: Regulatory focus determines who will best inspire us. Journal of Personality and Social Psychology, 83(4), 854–864. https://doi.org/10.1037/0022-3514.83.4.854
Maulana, R., Helms-Lorenz, M., Irnidayanti, Y., & van de Grift, W. (2016). Autonomous motivation in the Indonesian classroom: Relationship with teacher support through the lens of self-determination theory. The Asia-Pacific Education Researcher, 25, 441–451. https://doi.org/10.1007/s40299-015-0265-1
Moussa, M. A. (2025). Autonomous motivation and goal pursuit as predictors of academic passion among psychology students in colleges of education: An evaluative study of the 2024/2025 Egyptian general secondary education reforms. Journal of the Faculty of Education, Arish University, 41(2), 238–256.
Tan, S. M., Liew, T. W., & Gan, C. L. (2020). Motivational virtual agent in e-learning: The roles of regulatory focus and message framing. Information and Learning Sciences, 121(1–2), 37–51. https://doi.org/10.1108/ILS-03-2019-0032
Tumasjan, A., & Braun, R. (2012). In the eye of the beholder: How regulatory focus and self-efficacy interact in influencing opportunity recognition. Journal of Business Venturing, 27(6), 622–636. https://doi.org/10.1016/j.jbusvent.2011.08.001
Wajid, U., & Jami, H. (2020). Research self-efficacy among students: Role of metacognitive strategies, research anxiety, awareness, and attitude toward research. Pakistan Journal of Psychological Research, 35(2), 271–293.
Wang, C., Cho, H. J., Wiles, B., Moss, J. D., Bonem, E. M., Li, Q., Lu, Y., & Levesque-Bristol, C. (2022). Competence and autonomous motivation as motivational predictors of college students’ mathematics achievement: From the perspective of self-determination theory. International Journal of STEM Education, 9, Article 41. https://doi.org/10.1186/s40594-022-00359-7
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright and Licensing
copyright is retained by the authors. Articles are licensed under an open access Creative Commons CC BY 4.0 license, meaning that anyone may download and read the paper for free. In addition, the article may be reused and quoted provided that the original published version is cited. These conditions allow for maximum use and exposure of the work.
How to Cite
