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.

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

Diego Bellini
;
Barbara Barbieri;Maria Lidia Mascia;
2022-01-01

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.
2022
Motivation; Restorative environments; Stress; Academic context; Flow
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11584/348915
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