P r e s e n t a t i o n s : 1 . A t t e n d i n g C l a s s i s O n l y t h e F i r s t S t e p i n B e i n g P r e s e n t i n

C l a s s : A t t e n d a n c e i s N o t P r e s e n c e

•Gareau, Gaudreau,& Miranda 2 . P s y c h o l o g i c a l N e e d S a t i s f a c t i o n a s a n A n t e c e d e n t a n d

C o n s e q u e n c e o f C o p i n g a n d G o a l P r o g r e s s

• Gunnell, Fecteau, & Gaudreau 3 . E x a m i n i n g t h e M e d i a t i n g R o l e o f C o p i n g i n t h e D i f f e r e n t i a l

A s s o c i a t i o n s o f A f f e c t i v e a n d M o t i v a t i o n a l S t a t e s w i t h A f f e c t i v e S p i l l o v e r

•Blouin-Hudon & Gaudreau 4 . B e y o n d R e c i p r o c i t y : A P o i n t B y P o i n t A n a l y s i s o f

P e r f o r m a n c e t o U n p a c k t h e R o l e o f A p p r a i s a l s , A f f e c t , a n d C o p i n g

•Gaudreau & Doron

On the Importance of Examining Reciprocal Deterministic

Relationships in Positive Psychology

Consequence

Reciprocal Relationship

X Y X

Antecedent Consequence

P r e s e n t a t i o n s : 1 . A t t e n d i n g C l a s s i s O n l y t h e F i r s t S t e p i n B e i n g P r e s e n t i n

C l a s s : A t t e n d a n c e i s N o t P r e s e n c e

•Gareau, Gaudreau,& Miranda 2 . P s y c h o l o g i c a l N e e d S a t i s f a c t i o n a s a n A n t e c e d e n t a n d

C o n s e q u e n c e o f C o p i n g a n d G o a l P r o g r e s s

• Gunnell, Fecteau, & Gaudreau 3 . E x a m i n i n g t h e M e d i a t i n g R o l e o f C o p i n g i n t h e D i f f e r e n t i a l

A s s o c i a t i o n s o f A f f e c t i v e a n d M o t i v a t i o n a l S t a t e s w i t h A f f e c t i v e S p i l l o v e r

•Blouin-Hudon & Gaudreau 4 . B e y o n d R e c i p r o c i t y : A P o i n t B y P o i n t A n a l y s i s o f

P e r f o r m a n c e t o U n p a c k t h e R o l e o f A p p r a i s a l s , A f f e c t , a n d C o p i n g

•Gaudreau & Doron

On the Importance of Examining Reciprocal Deterministic

Relationships in Positive Psychology

KATIE GUNNELL,

MARIE-CLAUDE FECTEAU,

PATRICK GAUDREAU

Psychological Need Satisfaction as an Antecedent and Consequence of

Coping and Goal Progress

Introduction

Academic Achievement Goal progress

Self-Determination Theory (Deci & Ryan, 2002)

Psychological Need Satisfaction (PNS)

Competence

Autonomy

Relatedness

Coping Task-Oriented Coping

Disengagement-Oriented Coping

Purpose 1

Examine the complex relationships between

Psychological need satisfaction (PNS)

Coping

Academic goal progress

PNS

Disengagement-Oriented

Coping

Task-Oriented Coping

Goal Progress

PNS

Ntoumanis, Edmunds, & Duda, 2009

Purpose 2

Examine Coping as a mediator

Between PNS and goal progress

PNS

Disengagement-Oriented

Coping

Task-Oriented Coping

Goal Progress

PNS

Purpose 3

Examine the reciprocal relationships between PNS and coping/goal progress

PNS

Disengagement-Oriented

Coping

Task-Oriented Coping

Goal Progress

PNS

Hypotheses

Disengagement-Oriented

Coping

Task-Oriented Coping

Goal Progress

PNS

Time 1 Time 2 Time 3

PNS

Method

Procedures Time 1: Start of semester (Early October) Time 2: A few weeks after midterms (Late November) Time 3: Winter semester (Early February)

Participants N = 269 undergraduate students Age Range: 16 to 48 years (M =19.47, SD = 3.29) Female = 67.3% Most first year students (58.4%) Most Caucasian (65.9%), Asian (18.2%)

Measures

Participants self-reported an academic goal

Measures

Time 1 & Time 3:

PNS: Basic Psychological Need Satisfaction Scale adapted to academic contexts (12-items; Gagné, 2003)

Time 2:

Coping: Short COPE(Carver, 1997) and achievement-related coping questionnaire (16-items; Gaudreau & Blondin, 2002)

Time 3:

Goal Progress: Three items from Dugas et al., 2012

Data Analyses

All Analyses conducted using Mplus 7.0

1. Preliminary Data Screening

2. Longitudinal Invariance

3. Structural Equation Modeling

Mediation model

Bootstrapped Bias Corrected Confidence intervals

Results

Attrition analyses No differences on study variable

Gender difference between those who completed all 3 times points

Longitudinal Invariance: loadings, intercepts, errors

Measurement model: MLRχ²(85) = 134.57, p = .0005,

CFI = .97,

TLI = .96,

RMSEA = .05,

RMSEA 90% CI = .03 – .06

* p < .05, † p < .06. Standardized betas 95% confidence intervals around the standardized betas. MLRχ²(86) = 134.32, p = .0007, CFI = .97, TLI = .96, RMSEA = .05, RMSEA (90% CI = .03 – .06,) SRMR = .06.

PNS

Task-Oriented Coping

Disengagement-Oriented

Coping

Goal Progress PNS

.34* [.17 .52]

.25† [-.01 .50]

.42* [.22 .61]

.24 * [.003 .47]

-.28 * [-.46 -.09]

-.27 * [-.47 -.08]

.001 [-.24 .25]

.03 [-.21 .26]

R2 = .42* R2 = .15*

R2 = .08

R2 = .12

.23* [.06 .41]

Time 1 Start of Semester

Time 2 After Midterms

Time 3 February (received grades)

Results

PNS

Disengagement-Oriented

Coping

Task-Oriented Coping

Goal Progress

Total effect and total indirect effect from PNS (T1) to goal progress (T3) was positive and significant

Mediated by task-oriented (T2) - positive

Mediated by disengagement-oriented coping (T2) - negative

Results

Total effect from task-oriented coping (T2) to PNS (T3) was significant

Mediated by goal progress (T3) – positive

Non-significant total effect from disengagement-oriented coping (T2) to PNS (T3)

Mediated by goal progress (T3)- negative

PNS

Disengagement-Oriented

Coping

Task-Oriented Coping

Goal Progress

PNS

Results

Total effect from Time 1 and Time 3 PNS was significant:

Mediated by task-oriented coping (T2) - positive

Mediated by Task-oriented coping (T2) to goal progress (T3) - positive

PNS

Disengagement-Oriented

Coping

Task-Oriented Coping

Goal Progress

PNS

Discussion

Integrative reciprocal model accounted for small to large proportions of variance

8-42%

Reciprocal relationship

PNS leads to greater task-oriented coping and less disengagement-oriented coping

In turn, coping lead to greater PNS through goal progress

Limitations and Future Directions

Limitations

Self-report

Casual Conclusions

Between-person design

Future Directions

Informant report

Cross-lagged Analyses

Within-person design

Practical Implications

The strategy of managing effort leads to progressing on academic goals.

Coping intervention to improve academic achievement

Stress management programs

Gaudreau and colleagues currently running a randomized controlled trial

Acknowledgements

This research was supported by the Social Sciences and Humanities Research Council of Canada

This research was part of a manuscript has been submitted for publication

P r e s e n t a t i o n s : 1 . P s y c h o l o g i c a l N e e d S a t i s f a c t i o n a s a n A n t e c e d e n t a n d

C o n s e q u e n c e o f C o p i n g a n d G o a l P r o g r e s s

• Gunnell, Fecteau, & Gaudreau 2 . E x a m i n i n g t h e M e d i a t i n g R o l e o f C o p i n g i n t h e D i f f e r e n t i a l

A s s o c i a t i o n s o f A f f e c t i v e a n d M o t i v a t i o n a l S t a t e s w i t h A f f e c t i v e S p i l l o v e r

•Blouin-Hudon & Gaudreau 3 . A t t e n d i n g C l a s s i s O n l y t h e F i r s t S t e p i n B e i n g P r e s e n t i n

C l a s s : A t t e n d a n c e i s N o t P r e s e n c e

•Gareau, Gaudreau,& Miranda 4 . B e y o n d R e c i p r o c i t y : A P o i n t B y P o i n t A n a l y s i s o f

P e r f o r m a n c e t o U n p a c k t h e R o l e o f A p p r a i s a l s , A f f e c t , a n d C o p i n g

•Gaudreau & Doron

On the Importance of Examining Reciprocal Deterministic

Relationships in Positive Psychology