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The Role of a Restorative Resource in the Academic Context in Improving Intrinsic and Extrinsic Motivation and Flow within the Job Demands–Resources Model

Author

Listed:
  • Diego Bellini

    (Faculty of Medicine, University of Cagliari, 09042 Cagliari, Italy)

  • Barbara Barbieri

    (Department of Political and Social Sciences, University of Cagliari, 09123 Cagliari, Italy)

  • Massimiliano Barattucci

    (Department of Human and Social Sciences, University of Bergamo, 24129 Bergamo, Italy)

  • Maria Lidia Mascia

    (Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy)

  • Tiziana Ramaci

    (Faculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, Italy)

Abstract

The perceived quality of the learning environment may influence both motivation and concentration. Little is known about how perceived characteristics of the learning environment, and specifically sub-dimensions of Perceived Restorativeness (being away, fascination, compatibility, and extent), can promote these positive effects in an academic context. We addressed, through a correlational study, the possibility that the characteristics of learning environments may promote concentration and involvement in activity (i.e., flow) via intrinsic and extrinsic motivation for academic study within the job demands–resources model. A total of 165 Italian university psychology classes in a 3-year degree course from two different universities context completed an online questionnaire made up of the construct considered in this study. Results in the hierarchical multivariate regression analyses confirm that the restorative quality of learning environments (i.e., being away, compatibility, extent) is positively correlated with flow. However, there is a non-significant relationship between extent and flow. Regression analyses show a significant indirect effect of compatibility, both through intrinsic and extrinsic student motivation. Furthermore, the results confirm a significant indirect effect of extent through intrinsic motivation and being away, and fascination through Extrinsic motivation. Furthermore, intrinsic motivation is a full mediator between the extent and flow relationship. The results underline the importance of considering the restorative quality of the environment for improving place design, concentration, and student learning motivation.

Suggested Citation

  • Diego Bellini & Barbara Barbieri & Massimiliano Barattucci & Maria Lidia Mascia & Tiziana Ramaci, 2022. "The Role of a Restorative Resource in the Academic Context in Improving Intrinsic and Extrinsic Motivation and Flow within the Job Demands–Resources Model," IJERPH, MDPI, vol. 19(22), pages 1-19, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:22:p:15263-:d:977102
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    References listed on IDEAS

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    1. Marisa Salanova & Arnold Bakker & Susana Llorens, 2006. "Flow at Work: Evidence for an Upward Spiral of Personal and Organizational Resources," Journal of Happiness Studies, Springer, vol. 7(1), pages 1-22, March.
    2. Ledyard Tucker & Charles Lewis, 1973. "A reliability coefficient for maximum likelihood factor analysis," Psychometrika, Springer;The Psychometric Society, vol. 38(1), pages 1-10, March.
    3. Ramli Bakar, 2014. "The Effect of Learning Motivation on Student?s Productive Competencies in Vocational High School, West Sumatra," International Journal of Asian Social Science, Asian Economic and Social Society, vol. 4(6), pages 722-732.
    4. Xiaoxia Bai & Xinxin Li & Ding Yan, 2022. "The Perceived Restorativeness of Outdoor Spatial Characteristics for High School Adolescents: A Case Study from China," IJERPH, MDPI, vol. 19(12), pages 1-14, June.
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