ROMANIAN JOURNAL OF

EXPERIMENTAL APPLIED PSYCHOLOGY

VOL. 5, ISSUE 3 – www.rjeap.ro

REDUCING AUTOPERCEIVED STRESS AND OPTIMIZING

THE ACADEMIC MOTIVATION IN PERSONAL

DEVELOPMENT GROUPS- SAMPLE STUDY

MADALINA PETRESCU

1

SNSPA, Department Of Psychology, Romania

Abstract

The present study is focused on reducing the autopercieved stress and anxiety level

in academic environment and also optimizing the intrinsic and extrinsic motivation of the

undergraduate students at the psychology participating during 6 group development

session. The method: The participants were a number 35 undergraduate students at

psychology, age between 19 and 27 years old (M=21.6; S.D.=2.11), 28 female and 7 male,

from rural and urban areas. The instruments were: the questionnaire of academic intrinsic

and extrinsic motivation (Chraif & Petrescu, 2014) adapted from intrinsic and extrinsic

motivation in high-school (Dogoter, 2013); the academic autoperceived stress and anxiety

questionnaire (Petrescu, 2014) adapted from the organizational autoperceived stress and

anxiety questionnaire (Parker & DeCotiis, 1983).The results highlights that three

hypotheses has been confirmed (p<0.01). Hence the 6 session of group development

reduced the autoperceived stress level and anxiety and increased the extrinsic motivation

for the undergraduate students at psychology.

Keywords: autoperceived stress, intrinsic motivation, extrinsic motivation, personal

development, play role.

1. INTRODUCTION

Beck (1979) defines cognitive therapy as "a structured, active, directive,

time-limited, based on a coherent theoretical conception ... focused on issues ...

and " here and now " approach... encouraging the development of self help skils

"(Beck et al., 1979, pg. 5-6).

1 Corresponding author:

Madalina Petrescu

e-mail: petrescumdalina@gmail.com

37

Beck et al. (1979) principles of cognitive therapy are:

collaborative relationship "working alliance" between client and therapist;

structuring meetings;

focus on problems and on present;

empirical investigation - formulating hypotheses and testing them;

Guided discovery - the client is encouraged to find alternatives, with little

persuasion from the therapist and questioning is conducted by the Socratic

model;

inductive methods - the client learns to look upon their thoughts and beliefs as

assumptions whose validity is open to testing;

educational emphasis on work and practice skills developed in the natural

environment of the client.

Reducing stress is known in the literature as coping methods. These methods

of coping are adaptive methods of the individual to stressors (Stranks, 2005). After

Stranks (2005) there are a number of job adaptation methods: gather as much

information about stress; identify a systematic approach on stress; deal with

feelings; develop behavioral skills; establish and maintain a strong network of

emotional and social support; develop a lifestyle that improves the effects of

stress; focus on the positive and spiritual development; plan and successfully

execute changes in life. Stranks (2005) as well as several authors in the literature

(Teasdale & Connely, Weinberg, Sutherland & Cooper, 2010, Cooper & Dewe,

2004) have cataloged a series of global strategy:

• Relaxation methods: emphasis is placed on deep breathing techniques such

as yoga or other known methods. Such techniques include the control of muscles,

muscle relaxation. It is recommended that these techniques take place in a quiet

place.

• Sports: these refer to sports such as swimming, athletics, football, tennis or

any physical activity that requires intense body movements.

• Drugs: This adaptation strategy is the least used and not recommended for

adaptation to stress as coping is based on medication and not on cognitive and

physiological adaptation.

Taylor (1953) showed that anxiety reduction happens when an individual is

exposed to a number of situations that trigger this condition. These exercises aim

to decrease anxiety, increase motivation and performance (Taylor, 1953).

Although there is evidence that anxiety can be lowered with medication (Moreira

et. Al., 2008, Neufeld et. Al., 2011, Steiner et. Al., 1998), psychologists have

38

developed a number of techniques that can reduce individual anxiety without drug

therapy by means of cognitive behavior therapy (Laidlaw et. al., 2003, Taylor

1953). Generally, motivation is a series of internal states which induces particular

behaviors in a certain direction to a person. In literature there are several known

theories of motivation, such as Maslow's theory of needs, goal-setting theory or

Herzberg's two-factor theory (Spector, 2008).

One of the most common theories of motivation comprises intrinsic

motivation that are internal components of individual and extrinsic motivation that

keeps the external components of the individual (Spector, 2008). Durham &

Bartol (2009) show that salary (pay) is the best motivator for an employee, and

intrinsic motivation is effective if the employee wants to fulfill a personal goal.

2. OBJECTIVES AND HYPOTHESES

2.1. OBJECTIVES

To highlight auto perceived level of stress reduction;

To evidence optimization of intrinsic motivation;

To evidence optimization of extrinsic motivation.

2.2. HYPOTHESES

The participation to a number of 6 group development sessions reduce

statistically significant the auto perceived academic stress for the

undergraduate students at psychology;

The participation to a number of 6 group development sessions reduce

statistically significant the level of anxiety regarding academic

involvement for the undergraduate students at psychology;

The participation to a number of 6 group development sessions increase

statistically significant the level of intrinsic motivation in academic life

for the undergraduate students at psychology;

The participation to a number of 6 group development sessions increase

statistically significant the level of extrinsic motivation for the

undergraduate students at psychology;

39

3. METHOD

3.1. PARTICIPANTS

The participants were a number 35 undergraduate students at psychology,

Titu Maiorescu University, age between 19 and 27 years old (M=21.6; S.D.=2.11),

28 female and 7 male, from rural and urban areas (table 1).

Table 1 Descriptive statistics for variables age and gender

Mean Median Mode Std. Deviation Minim Maxim

age 21.60 21.00 20a 2.117 19 27

gender 1.20 1.00 1 .406 1 2

Figure 1 Histogram for variable age

In figure 1 can be seen the frequencies distribution for variable age of the

participants.

3.2. INSTRUMENTS

• Questionnaire for measuring intrinsic and extrinsic motivation adapted for

the academic environment after Dogoter (2013). This questionnaire has 8 items

that measure self-perceived pain on a Likert scale from 1 (not at all) to 10 (very

high). The dimensions are intrinsic motivation (α = 0.763) and extrinsic

motivation dimension (α = 0.721).

40

• Questionnaire for measuring self-perceived stress in the academic

environment (Petrescu & Chraif, 2014) adapted from occupational stress

questionnaire developed by Parker and DeCotiis (1983). The dimensions are self-

perceived stress (α = 0.758) and college anxiety level (α = 0.736). Each item is

scored on a scale from 1-5, where 1 = strongly disagree, 2 = slightly disagree, 3 =

neither agree nor disagree, 4 = slightly agree, 5 = strongly agree. 1 is fairly close

to a low stress area and a score of 5 indicates a high level of stress at work.

3.3. PROCEDURE

The 35 participants were divided into three personal development groups.

The instruments were applied in the first group development session and after 6

weeks. The development group sessions were scheduled every week and the

participants exercised cognitive behavioural techniques as program for reducing

perceived stress in academic environment, perceived anxiety in academic

environment, optimizing the level of intrinsic and extrinsic motivation. Also,

during group development sessions, the participants played role plays focused on

reducing anxiety and perceived stress as “project development”, “we listen, you

present the project”, “questions for project lecturer”.

3.4. EXPERIMENTAL DESIGN

In figure 1 and figure 2 can be seen the experimental designed the factorial

design for testing the hypotheses.

Figure 2. Experimental design of testing the hypotheses.

In figure 2 can be observed the experimental design for testing the

hypotheses regarding reducing the autoperceived stress level, anxiety, intrinsic

and extrinsic motivation during 6 personal development gropus.

Evaluation of stres

and intrinsic, extrinsic

motivation evaluation:

35 participants in

group development,

first session.

Evaluation of stress

and intrinsic,extrinsic

motivation evaluation:

35 participants in

group development,

the end of th 6th

session.

Participating at 6

group

development,

sessions.

41

As factorial plan, the independent variable can be seen in figure 3.

Level 1 Level 2

No group development sessions

participation

After 6 group development participation

Figure 3. Representing the independent variable „gruop development strategies and technicues in

reducing autopercied stress, anxiety, intrinsic and extrinsic motivation”.

The dependent variables are: Intrinsic motivation 1, extrinsic motivation 1,

Perceived anxiety 1, Perceived stress 1, intrinsic motivation 2, and extrinsic

motivation 2, and Perceived anxiety 2, Perceived stress 2.

4. RESULTS

In table 2 can be seen the descriptive statistics for the dependent variables

measured before the participation to the 6 personal development sessions

(Momentum 1) and after participation at 6 personal development sessions

(Momentum 2).

Table 2 Descriptive Statistics

N Mean Std. Deviation Minimum Maximum

The results before the group development sessions: first application

Intrinsic motivation 1 35 36.29 8.611 14 51

Extrinsic motivation 1 35 18.91 10.314 7 47

Perceived anxiety 1 35 16.2000 6.40221 4.00 27.00

Perceived stress 1 35 21.8857 6.75962 7.00 31.00

The results after the group development 6 sessions: second application

Intrinsic motivation 2 35 38.8571 6.82186 27.00 52.00

Extrinsic motivation 2 35 28.5143 10.72208 12.00 50.00

Perceived anxiety 2 35 13.0000 4.75271 4.00 21.00

Perceived stress 2 35 17.5429 5.10100 7.00 27.00

In tables 3, 4 and 5 can be seen the values and significations for the Kolmogorov-

Smirnov Test applied for the dependent variables: Intrinsic motivation 1, Extrinsic

motivation 1, Perceived anxiety 1, Perceived stress 1, Intrinsic motivation 2, Extrinsic

motivation 2, Perceived anxiety 2, Perceived stress 2.

42

Table 3 One-Sample Kolmogorov-Smirnov Test

Intrinsic

motivation 1

Extrinsic

motivation 1

Perceived

anxiety 1

N 35 35 35 Normal Parametersa,b Mean 36.29 18.91 16.2000

Std.

Deviation

8.611 10.314 6.40221

Most Extreme Differences Absolute .073 .226 .140

Positive .073 .226 .067

Negative -.065 -.124 -.140 Kolmogorov-Smirnov Z .433 1.337 .828

Asymp. Sig. (2-tailed) .992 .056 .499

a. Test distribution is Normal. b. Calculated from data.

In table 3 can be seen that the data distributions for the variables Intrinsic

motivation 1, Extrinsic motivation 1, Perceived anxiety 1. The data are normal

distributed (p>0.05).

Table 4 One-Sample Kolmogorov-Smirnov Test

Perceiv

ed stress 1

Intrinsic

motivation 2

Extrinsic

motivation 2

N 35 35 35

Normal Parametersa,b Mean 21.8857 38.8571 28.5143

Std. Deviation 6.75962 6.82186 10.72208 Most Extreme Differences Absolute .164 .109 .128

Positive .089 .075 .128

Negative -.164 -.109 -.100 Kolmogorov-Smirnov Z .970 .645 .759

Asymp. Sig. (2-tailed) .304 .800 .612

a. Test distribution is Normal.

b. Calculated from data.

In table 4 can be observed and analyzed the data distribution for the

dependent variables: Perceived stress1, intrinsic motivation 2, Extrinsic

motivation 2. The data are normal distributed (p>0.05).

Table 5 One-Sample Kolmogorov-Smirnov Test

Perceived

anxiety 2

Perceived

stress 2

N 35 35

Normal Parametersa,b Mean 13.0000 17.5429 Std. Deviation 4.75271 5.10100

Most Extreme Differences Absolute .100 .114

Positive .100 .090 Negative -.082 -.114

Kolmogorov-Smirnov Z .592 .672 Asymp. Sig. (2-tailed) .875 .757

a. Test distribution is Normal.

b. Calculated from data.

43

In table 5 can be observed and analyzed the data distribution for the

dependent variables: Perceived anxiety 2, perceived stress 2. The data are normal

distributed (p>0.05).

Table 6 Paired Samples Statistics

Mean N Std. Deviation

Std. Error Mean

Pai

r 1

anxietateperceputa1 16.2000 35 6.40221 1.08217

anxietateperceputa2 13.0000 35 4.75271 .80335

Pai

r 2

stresperceput 21.8857 35 6.75962 1.14258

stresperceput2 17.5429 35 5.10100 .86223

Pair 3

motivatie intrinseca 36.29 35 8.611 1.456

mintrinseca2 38.8571 35 6.82186 1.15311

Pai

r 4

motivatie extrinseca 18.91 35 10.314 1.743

mextrinseca2 28.5143 35 10.72208 1.81236

In table 6 can be seen the descriptive statistics for the dependent variables:

Intrinsic motivation 1, extrinsic motivation 1, Perceived anxiety 1, Perceived

stress 1, intrinsic motivation 2, and extrinsic motivation 2, and Perceived anxiety

2, Perceived stress 2.

In order to test the hypotheses and taking in consideration the normal

distribution of the dependent variables, the t-test for pairs has been applied (tables

7, 8 and 9).

Table 7 Paired Samples Test

Paired Differences

Mean Std. Deviation Std. Error Mean

Pair 1 anxietateperceputa1 -

anxietateperceputa2 3.20000 2.25962 .38195

Pair 2 stresperceput - stresperceput2 4.34286 4.51757 .76361

Pair 3 motivatie intrinseca -

mintrinseca2 -2.57143 10.41008 1.75962

Pair 4 motivatie extrinseca -

mextrinseca2 -9.60000 13.05914 2.20740

Table 8 Paired Samples Test

Paired Differences

t df

95% Confidence Interval of the Difference

Lower Upper

Pair 1 anxietateperceputa1 - anxietateperceputa2

2.42379 3.97621 8.378 34

Pair 2 stresperceput -

stresperceput2

2.79102 5.89470 5.687 34

Pair 3 motivatie intrinseca -

mintrinseca2

-6.14742 1.00456 -1.461 34

Pair 4 motivatie extrinseca - mextrinseca2

-14.08597 -5.11403 -4.349 34

44

Table 9 Paired Samples Test

Sig. (2-tailed)

Pair 1 anxietateperceputa1 - anxietateperceputa2 .000 Pair 2 stresperceput - stresperceput2 .000

Pair 3 motivatie intrinseca - mintrinseca2 .153

Pair 4 motivatie extrinseca - mextrinseca2 .000

The results in table 9 confirm the following three research hypotheses

(p<0.01):

The participation to a number of 6 group development sessions

reduce statistically significant the auto perceived academic stress for

the undergraduate students at psychology;

The participation to a number of 6 group development sessions

reduce statistically significant the level of anxiety regarding

academic involvement for the undergraduate students at psychology;

The participation to a number of 6 group development sessions

increase statistically significant the level of extrinsic motivation for

the undergraduate students at psychology;

The hypothesis “The participation to a number of 6 group development

sessions increase statistically significant the level of intrinsic motivation in

academic life for the undergraduate students at psychology” has not been

confirmed (p>0.05).

5. CONCLUSION

Participating in personal development groups plays an important role in

controlling emotions and cognition, controllimg anxiety, increasing self-esteem

and reducing stress (Holdevici, 2010a; Holdevici, 2010b; Holdevici 2011, Beck,

1979; Cottraux, 2003). The fact that three research hypotheses were confirmed

further substantiates and emphasizes that personal development groups that use

technical strategy and cognitive behavioral therapy have success with customers.

Thus, anxiety towards the academic level was significantly reduced following the

techniques and strategies used such as role play, interaction, dialogue, etc.

Moreover stress self-perception intensity was reduced following participation and

involvement in the 6 personal development sessions. The fact that intrinsic

motivation did not increase after participation in the 6 meetings of personal

development is not an impediment because in Table 6 it can be seen that

participants in staff development sessions have a group mean of 36.29 on intrinsic

motivation, where the maximum score is 50.

The group is characterized by a high level of intrinsic motivation and an

increase to38.8571 after the 6 sessions of personal development which, while not

45

statistically significant, can be said that it is quite large. Moreover, participation in

6 sessions of personal development resulted in a statistically significant increase in

intrinsic motivation by increasing interest in the profession of psychologist and the

interest in solving the problems of prospective customers and not the interest in

earning a good salary.

REFERENCES

Beck, A.T.,Rush, A.J.,Shaw, B.F., & Emery, G. (1979). Cognitive therapy of

Depression. New York: Guilford Press.

Cooper, C.L., & Dewe, P., (2004). Stress: A brief history. Oxford: Wiley Blackwell.

Cottraux, J.(2003), Terapiile cognitive. Bucuresti:Polirom.

Dogoter, V. (2013). Diferenta de gen privind autoperceptia motivaţiei extrinseci,

intrinseci şi emoţiilor pozitive şi negative la tinerii liceeni din Bucuresti, lucrare de licenţă

nepublicată, biblioteca FPSE, Universitatea din Bucureşti.

Durham,C.C., & Bariol,K.M., (2009). Pay for Performance in E. Locke, (ed.),

Handbook of Principles of Organizational Behavior. West Sussex: Wiley

Holdevici, I. (2010a). Tratat de psihoterapie cognitive-comportamentală. Bucuresti:

Trei,

Holdevici, I. (2010b). Psihoterapia - Un tratament fara medicamente. Bucuresti:

Universitară.

Holdevici, I. (2011). Psihoterapii de scurtă durată, Bucuresti: Trei,.

Laidlaw, E., Thompson,L.W., Gallagher-Thompson,D., & Dick-Siskin, L., (2003).

Cognitive Behaviour Therapy with older people. West Sussex: John Wiley & Sons.

Moreira, F.A., Kaiser, N., Monory, K., & Lutz, B., (2008). Reduced anxiety-like

behaviour induced by genetic and pharmacological inhibition of the endocannabinoid-

degrading enzyme fatty acid amide hydrolase (FAAH) is mediated by CB1 receptors.

Neuropharmacology, 54, 141-150.

Neufeld, K.M., Kang, N., Bienenstock, J., &, Foster, J.A., (2011). Reduced anxiety-

like behavior and central neurochemical change in germ-free mice.

Neurogastroenterology& Motility, 23(3),255-119.

Spector, P., (2008). Industrial and Organizational Behavior, 5th

Edition, New Jersey:

Wiley.

Steiner, H., Fuchs, S., & Accili, D., (1998). D3 Dopamine Receptor-Deficient Mouse:

Evidence for Reduced Anxiety. Psychology & Behavior, 63(1),137-141.

Taylor, J.E., (1953). A personality scale of manifest anxiety. The Journal of abnormal

and social psychology, 48(2), 285-290.

Teasdale, E.L., & Connely, S.C., (2011). Innovations in Stress and Health in S.

Cartwright & C.L. Cooper (eds.), Innovations in Stress and Health. London: Palgrave

MacMillan.

Weinberg,A., Sutherland, V.J., & Cooper, C.L., (2010). Organizational Stress

Management: A strategic approach. London: Palgram MacMillan.

46

REZUMAT Prezentul studiu este orientat pe evidenţierea reducerii autopercepţiei streului şi a

nivelului de anxietate şi creşterea motivaţiei intrinseci şi extrinseci relaţionate cu

activităţile şi responsabilităţile din mediul academic la psihologie.Metoda: Participanţii

sunt un număr de 35 de studenţi, Universitatea Titu Maiorescu, secţia de psihologie cu

vârsta între 19mşi 27 de ani (M=21.6; S.D.=2.11), 28 femei şi 7 bărbaţi din mediul rural

şi urban. Instrumente:chestionar de evaluare a mativaţiei intrinseci şi extrinseci (Chraif &

Petrescu, 2014), adaptat după chestionarul de evaluare a motiavaţiei intrinseci şi

extrinseci în liceu (Dogoter, 2013); chestionar de autoperceţie a stresului şi anxietăţii la

studenţi (Petrescu, 2014) adaptat după chestionarul de autopercepţiei a stresului şi

nivelului anxietăţii în organizaţii (Parker și DeCotiis, 1983). Rezultatele au confirmat trei

dintre ipotezele cercetării (p<0.01)evidenţiind faptul că cele 6 sesiuni de dezvoltare

personală la care au participat cei 35 de studenţî au dus la reducerea semnificativă

statistic a stresului şi nivelului anxietăţii în legătură cu activităţii de indeplinit la

facultate, relaţîonarea cu colegii etc şi creşterea interesului pentu moţîavaţia extrinsecă

ce face parte din viaţa noastră şi ne asigură existenţa.

Appendix 1

Chestionarul pentru Stres academic adaptat (Petrescu şi Chraif, 2014)

În cele ce urmează veți găsi o serie de afirmații cu privire la dumneavoastră. Citiți

cu atenție fiecare afirmație și alegeți pe o scală de la 1 la 5 (1 = dezacord puternic, 5 = acord puternic) cât de mult vă caracterizează fiecare afirmație.

Dez

aco

rd p

ute

rnic

Aco

rd p

ute

rnic

1 Activitatile si temele pentru acasa ma împiedică sa imi petrec suficient timp

cu familia

1 2 3 4 5

2 Petrec atât timp de mult timp la facultate/ în bibliotecă/ sala seminar/laborator încât nu mai reacționez la lucrurile evidente

1 2 3 4 5

3 Efectuând lucrarile practice şi proiectele aici, am foarte puțin timp pentru alte activități

1 2 3 4 5

4 De multe ori am sentimentul că sunt căsătorit/ă cu facultatea 1 2 3 4 5

5 Am prea mult de invaţat și prea puțin timp pentru a finaliza proiectele, activităţile

1 2 3 4 5

6 Câteodată mă îngrozesc când sună telefonul acasă deoarece ar putea să fie

un telefon de la colegii de grupă/serie/facultate

1 2 3 4 5

7 Mă simt de parcă niciodată nu am o zi liberă 1 2 3 4 5

8 Prea mulţi colegi din facultate se epuizează din cauza cerințelor la

seminarii/laboratoare

1 2 3 4 5

9 Mă simt anxios sau nervos din cauza apropierii sesiunii 1 2 3 4 5

47

10 Activităţile de student presupune mai multe decât ar trebui a 1 2 3 4 5

11 Sunt multe momente în care viaţa de student pur și simplu mă înnebunește 1 2 3 4 5

12 Câteodată când mă gândesc la proiectele de efectuat simt o apăsare pe piet 1 2 3 4 5

13 Mă cuprinde un sentiment de vinovăție atunci când lipsesc de la ore:

seminarii, laboratoare, cursuri

1 2 3 4 5

Anexa 2

Chestionar motivatie intrinseca si extrinseca (Chraif & Petrescu, 2014)

adaptat dupa Dogoter (2013) în mediul academic pe studenti ciclul licenta.

Chestionarul are 5 itemi destinati măsurarii motivatiei extrinseci si 5 itemi

destinati motivatiei intrinseci. Scala este de la 1-minimum la 10-maximum.

Se calculeaza scorul total motivatie intrinsecă prin insumarea intemilor pt

motivatia intrinseca.

Se calculeaza scorul total motivatie intrinsecă prin insumarea intemilor pt

motivatia intrinseca.

Appendix 2

Chestionat pentru evaluarea motivatiei intrinseci si extrinseci iin mediul

academic, la studenţi (Chraif & Petrescu, 2014),

Dez

aco

rd

pute

rnic

Aco

rd

pute

rnic

In general duc un proiect la bun sfarsit pentru a ma simti implinit/a 1 2 3 4 5 6 7 8 9 10

in general duc la bun sfarsit un proiect pentru a-i satisface pe altii 1 2 3 4 5 6 7 8 9 10

cand am ales facultatea am pus accent pe implinirea visului meu personal i

1 2 3 4 5 6 7 8 9 10

cand am ales facultatea am pus accent pe castigul unui salariu

motivant dupa absolvirea facultăţii

1 2 3 4 5 6 7 8 9 10

Am ales specializarea de psiholog pentru ca eu consider acest domeniu interesant

1 2 3 4 5 6 7 8 9 10

am ales specializarea de psiholog pentru ca ma intereseaza castigul

material dupa absolvire

1 2 3 4 5 6 7 8 9 10

In facultate invat pentru propria satisfactie 1 2 3 4 5 6 7 8 9 10

In facultate invat ca sa iau bursa/sa fiu la fara taxa/buget 1 2 3 4 5 6 7 8 9 10

Cand termin o activitate cel mai important este sa obtin rezultatul

dorit

1 2 3 4 5 6 7 8 9 10

cand termin o activitate cel mai important este sa fiu remunerat

material/recompensat

1 2 3 4 5 6 7 8 9 10