Benjamin J I Schellenberg1, Daniel S Bailis2. 1. a Department of Psychology , University of Manitoba , P404 Duff Roblin Building, 190 Dysart Road, Winnipeg , MB R3T 2N2 , Canada. 2. b Department of Psychology , University of Manitoba , P515 Duff Roblin Building 190 Dysart Road, Winnipeg , MB R3T 2N2 , Canada.
Abstract
BACKGROUND AND OBJECTIVES: In this research, we tested the role of cognitive appraisals in explaining why harmonious and obsessive passion dimensions are related to distinct forms of coping and explored if performance was impacted by these appraisal and coping processes. DESIGN: Undergraduate students (N = 489) participated in a longitudinal study and completed three surveys throughout the course of an academic year. METHODS: Participants completed assessments of both passion dimensions (Time 1), reported how they were appraising and coping with the mid-year examination period (Time 2), and provided consent to obtain their final grade in Introductory Psychology (Time 3). The hypothesized model was tested using structural equation modeling. RESULTS: Harmonious and obsessive passion dimensions were linked with approach and avoidant coping responses, respectively. Cognitive appraisals, particularly appraisals of challenge and uncontrollability, played an indirect role in these relationships. In addition, both appraisals and coping responses had an indirect effect in the relationship between passion dimensions and final grade. CONCLUSIONS: These results identify cognitive appraisal as a reason why passion dimensions are linked with distinct coping tendencies and demonstrate the role of appraisal and coping processes in the journey to passionate goal attainment.
BACKGROUND AND OBJECTIVES: In this research, we tested the role of cognitive appraisals in explaining why harmonious and obsessive passion dimensions are related to distinct forms of coping and explored if performance was impacted by these appraisal and coping processes. DESIGN: Undergraduate students (N = 489) participated in a longitudinal study and completed three surveys throughout the course of an academic year. METHODS:Participants completed assessments of both passion dimensions (Time 1), reported how they were appraising and coping with the mid-year examination period (Time 2), and provided consent to obtain their final grade in Introductory Psychology (Time 3). The hypothesized model was tested using structural equation modeling. RESULTS: Harmonious and obsessive passion dimensions were linked with approach and avoidant coping responses, respectively. Cognitive appraisals, particularly appraisals of challenge and uncontrollability, played an indirect role in these relationships. In addition, both appraisals and coping responses had an indirect effect in the relationship between passion dimensions and final grade. CONCLUSIONS: These results identify cognitive appraisal as a reason why passion dimensions are linked with distinct coping tendencies and demonstrate the role of appraisal and coping processes in the journey to passionate goal attainment.
Entities:
Keywords:
dualistic model of passion; longitudinal; motivation; performance; stress; structural equation modeling