attachment, motivation, positive and negative emotions and supportgroups as predictors of romanian...

7/29/2019 Attachment, motivation, positive and negative emotions and supportgroups as predictors of Romanian students c

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Procedia - Social and Behavioral Sciences 46 (2012) 2409 2413

1877-0428 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hseyin Uzunboylu

doi:10.1016/j.sbspro.2012.05.494

WCES 2012

Attachment, motivation, positive and negative emotions and support

groups as predictors of Romanian students career orientation in

psychology

M. Chraifa*, M.Anitei

b

aUniversity of Bucharest,Koglniceanu 36-46 street,Bucharest,050107, Romania

b

University of Bucharest,Koglniceanu 36-46 street,Bucharest,050107, Romania

Abstract

Through the current research the predictive value of the support group variable is emphasized among other predictive variables

such as intrinsic motivation, extrinsic motivation, negative and positive emotions the attachment to colleagues, professors a nd

instruments on the dependent variable the career orientation choices. After applying the multiple regression model, the research

hypothesis has been confirmed for the independent variables (p


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2410 M. Chraif and M.Anitei / Procedia - Social and Behavioral Sciences 46 (2012) 2409 2413

Previous studies continued to highlight academic behaviour and attitudes, high

school preparation, and valuing education (Stricker, Rock & -concept and self-efficacy

beliefs (Hamacheck, 1995; Le, Casillas, Robbins & Langley, 2005) and projects and homework (Viadero, 1998).

Starting from previous studies developed within the Experimental Psychology Laboratory from the Faculty of

Psychology and Education Sciences, University of Bucharest (Anitei & Chraif, 2011; Chraif

& Chraif, 2008 a; Anitei & Chraif, 2008b; ) the current study

aims, first of all, at highlighting the role the support group variable plays in predicting career orientation of students

in psychology.

2. The research objectives and hypothesis2.1.The research objectives

To highlight the correlation between positive academic environment and performances in career

development;

To show that attachment, motivation, positive and negative emotions and support group are predictors of

2.2. The hypothesischment to colleagues, students attachment to furniture and

equipment, negative emotions, positive emotions, intrinsic and extrinsic motivation and support group predict

satisfaction for carrier orientation choices.

3. The method3.1 Participants

The participants were 538 undergraduate and graduate students at from the Faculty of Psychology and Education

Sciences, University of Bucharest, aged between 19 and 25 years old (m=22.48; S.D.=2.41), rural and urban areas,

male and female.

3.2 Instruments

scale (Antei & Chraif, 2008) adapted on undergraduate and graduate

students; 2) Positive and negative emotions scale (Anitei & Chraif, 2011): 7 positive emotions and 7 negative

emotions.

4. Finding and ResultsThe results emphasized a statistically significant correlation between positive academic environment and high ratedperformances in career development (p


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2411M. Chraif and M.Anitei / Procedia - Social and Behavioral Sciences 46 (2012) 2409 2413

3. S attachment to colleagues 7.12 2.43

4. S attachment to furniture and equipment 6.11 3.51

5. Negative emotions 4.68 0.76

6. Positive emotions 7.29 2.19

6. Intrinsic motivation 5.43 1.17

7. Extrinsic motivation 6.31 1.22

8. Support group 7.83 2.07

In table 1 can be observed the Descriptive statistics of the independent variables can be observed: Studentsattachment to professors, Students attachment to colleagues attachment, students attachment to furniture andequipment, Negative emotions, Positive emotions, intrinsic and extrinsic motivation and support group and thecriteria satisfaction for the career orientation choices.

Table 2. The correlation matrix of the variables

Variable 1. 2. 3. 4. 5. 6. 7. 8. 9.

1. Satisfaction for

the career orientation

choices

1.00

2. S

attachment to

professors X1

.37** 1.00

3. S

attachment to

colleagues X2

.29

**

.19* 1.00

4. S

attachment to

furniture and

equipment X3

.42* * .34** .25** 1.00

5. Negative emotions

X4

-.26** -.37** -.23** -.36** 1.00

6. Positive emotions

X5

.35** .24 ** .31** .32** -.27** 1.00

7. Intrinsicmotivation X6

.23** .26** .23** .21** -.21** .22** 1.00

8. Extrinsic

motivation X7

.18* .22** .27** . 25** -.22** .19* -.18* 1.00

9. Support group X8 .31** .34** .41** .38** -.28** .29** .21** .23** 1.00

*p < .05, **p < .01

Table 2 shows the correlation between the independent variables and dependent variable (Satisfaction careerorientation choices) attachment to professors, Students attachment to colleagues,attachment to furniture and equipment, Negative emotions, Positive emotions, intrinsic and extrinsic motivation andsupport group. A closer look at the data reveals statistically significant positive association between the dependentvariable satisfaction for career orientation choices and students attachment to professors (r=0..37; p


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Thus a multivariate regression model provides better predictions of the chosen criteria. Such a model can alsoanalyse relationships between variables while controlling for other variables. For each participant, the predictionequation provides a predictive value (calculated by the regression model). The symbol (R Square) reflects that it isthe square of the multiple correlations. Using Studentsattachment?? equipment, Negative emotions, Positive emotions, intrinsic andextrinsic motivation and support group together to predict the career orientation choices provides a 52.4% reduction

coefficients are statistically significant(p


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