Giovanni B Moneta | London Metropolitan University (original) (raw)

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Papers by Giovanni B Moneta

Research paper thumbnail of Positive and negative processes underlying academic performance: A chained mediation model

Research paper thumbnail of The Effect of Perceived Challenges and Skills on the Quality of Subjective Experience

Journal of Personality, 1996

This article investigates the effects that perceived challenges and skills in activities have on ... more This article investigates the effects that perceived challenges and skills in activities have on the quality of everyday life experience. Based on flow theory it was predicted that quality of daily experience would depend on the challenge experienced and skill required in specific situations, as well as on the balance between challenge and skill. The Experience Sampling Method (ESM) was used on a sample of 208 talented adolescents to measure daily variations in four dimensions of experience (concentration, wish to do the activity, involvement, and happiness) in four contexts (in school, with relatives, with friends, and in solitude). The four dimensions of experience were regressed on the predictors challenges, skills, and their absolute difference expressing the balance/imbalance of challenges and skills. Hierarchical linear modeling, explained in detail herein, was conducted on a 1-week sample of experiences. Findings confirm the prediction of flow theory that the balance of challenges and skills has a positive and independent effect on the quality of experience. Yet some differences of parameter estimates were found between dimensions of experience and between social contexts. These heterogeneities call for a further improvement of the flow model.

Research paper thumbnail of A metacognitive-motivational model of surface approach to studying

Educ Psychol Uk, 2011

In this study, we put forward and tested a model of how surface approach to studying during exami... more In this study, we put forward and tested a model of how surface approach to studying during examination preparation is influenced by the trait variables of motivation and metacognition and the state variables of avoidance coping and evaluation anxiety. A sample of 528 university students completed, one week before examinations, the following self-report instruments: Work Preference Inventory, Metacognitions Questionnaire 30,

Research paper thumbnail of Multirater assessment of creative contributions to team projects in organizations

Http Dx Doi Org 10 1080 13594320902815312, May 8, 2009

ABSTRACT This study examined the convergent and construct validity of ratings of individual creat... more ABSTRACT This study examined the convergent and construct validity of ratings of individual creative contributions in a team context. A sample of 201 employees and supervisors, working on 26 team projects, completed the NEO-Five Factor Inventory and rated themselves and their teammates monthly on a single item measuring creative contributions to the project. The convergent validity of the ratings was supported because there was consistency among other ratings of the same targets and among different types of ratings (peer, supervisor, and self ratings) of the same targets. The construct validity of the ratings was partly supported because there were positive associations between individuals' peer-rated creativity and their Extraversion, and between individuals' self-rated and supervisor-rated creativity and their Openness to Experience. From peers and the self, women had lower creativity ratings than men, but other ratings were not influenced by the gender of the judge or the difference in gender of the target–judge dyad. The implications of these findings are discussed.

Research paper thumbnail of Perceived Individual Creativity in Organizational Teamwork as a Function of Personality and Gender

Research paper thumbnail of Metacognitive and Motivational Predictors of Surface Approach to Studying and Academic Examination Performance

Http Dx Doi Org 10 1080 01443410 2013 814196, May 16, 2014

ABSTRACT The objective of this study was to verify the structure of a model of how surface approa... more ABSTRACT The objective of this study was to verify the structure of a model of how surface approach to studying is influenced by the trait variables of motivation and metacognition and the state variables of avoidance coping and evaluation anxiety. We extended the model to include: (1) the investigation of the relative contribution of the five metacognition sub-traits; and (2) the prediction of academic examination performance whilst controlling for past academic examination performance. A sample of 101 university students completed prior to undertaking academic examinations the following self-report instruments: Work Preference Inventory, Metacognitions Questionnaire 30, Revised COPE Inventory, Evaluation Anxiety Scale and Approaches and Study Skills Inventory for Students. Results supported the original structure of the metacognitive-motivational model of surface approach to studying in addition to showing that it predicts academic examination performance controlling for past academic examination performance. The present study confirmed some previous findings, identified new predictive relationships and offered a comprehensive model of surface approach to studying and academic examination performance controlling for past academic examination performance.

Research paper thumbnail of Are psychological experiments on hypothesis-testing strategies a good simulation of scientific problem solving?

Research paper thumbnail of Ambiguity, inductive systems, and the modeling of subjective probability judgements

Philosophical Psychology

ABSTRACT

Research paper thumbnail of Internalized gender role attributes and motivational dispositions in talented teenagers

Research paper thumbnail of Trait Intrinsic and Extrinsic Motivations, Academic Performance, and Creativity in Hong Kong College Students

Journal of College Student Development

EJ653330 - Trait Intrinsic and Extrinsic Motivations, Academic Performance, and Creativity in Hon... more EJ653330 - Trait Intrinsic and Extrinsic Motivations, Academic Performance, and Creativity in Hong Kong College Students.

Research paper thumbnail of Motivation, academic performance, and the challenge of promoting creativity

Research paper thumbnail of Niska-Hartiavaivojen kulku pankkityössä (The course of neck and should troubles in bank work)

Research paper thumbnail of On the measurement and conceptualization of flow

Research paper thumbnail of Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship

Creativity Research Journal

This two-wave study examined the longitudinal relationships between positive affect in studying a... more This two-wave study examined the longitudinal relationships between positive affect in studying and the use of creative cognition in studying. Based on the broaden-and-build theory of positive emotions, the mood-as-input model, the control-process model of self-regulation of intentional behavior, and self-determination theory, it was hypothesized that positive affect will be both an antecedent and a consequence of the use of creative cognition. A sample of 130 university students completed the International Positive and Negative Affect Schedule–Short Form (I-PANAS-SF) and the Use of Creative Cognition Scale (UCCS) with reference to their overall studying experience in the first and second semesters of an academic year. A comparison of alternative structural equation models showed clear support for the reciprocal relationship between positive affect in studying and the use of creative cognition in studying. The theoretical and practical implications of these findings are outlined. Fu...

Research paper thumbnail of Positive psychology: A critical introduction

Research paper thumbnail of Flow as a function of affect and coping in the workplace

Individual Differences Research

Drawing from the broaden-and-build theory of positive emotions (Fredrickson, 1998), it was hypoth... more Drawing from the broaden-and-build theory of positive emotions (Fredrickson, 1998), it was hypothesized that flow in the workplace would be positively associated with positive affect and negatively associated with negative affect. It was also hypothesized that adaptive coping would predict more flow through the partially mediating factor of positive affect, and maladaptive coping would predict less flow through the partially mediating factor of negative affect. A sample of 152 workers who have experienced flow completed the SDFS-2 (Jackson, Martin & Eklund, 2008) flow scale, the I-PANAS-SF (Thompson, 2007) affect scale, and the COPE-R (Zuckerman & Gagne, 2003) coping scale. Multiple mediator modeling revealed that positive affect predicted more flow and negative affect predicted less flow, supporting the first hypothesis. Positive affect partially mediated the relationship between approach coping and flow but not accommodation coping and flow, and negative affect partially mediated ...

Research paper thumbnail of Flow as a way of coping: A qualitative study of the metacognitions of flow

Background Flow is a state of intense task absorption and cognitive efficiency. Flow has been rep... more Background Flow is a state of intense task absorption and cognitive efficiency. Flow has been reported to occur during various everyday activities such as sports and leisure, but also during work. Being in flow has been found to be associated with achievement in different domains (e.g., Bakker et al., 2011; Jackson & Roberts, 1992; Schüler & Brunner, 2009) and has also been linked to adaptive approaches to studying during academic examination preparation (Cermakova, Moneta, & Spada, 2010). More recently, the importance of investigating the "metacognitions of flow" -- i.e., self-regulatory aspects of the flow state -- has been raised (Moneta, in press a). Metacognitions of flow encompass people's awareness and beliefs about flow, including awareness of flow as a state that fosters performance and the measures taken to create and maintain flow when necessary. Flow theory posits that this state is more likely to occur during perceived high-demand situations. As identified...

Research paper thumbnail of A trait-state model of strategic approach to studying in university students

Research paper thumbnail of Flow in Work as a Function of Trait Intrinsic Motivation, Opportunity for Creativity in the Job, and Work Engagement

Handbook of Employee Engagement, 2010

Research paper thumbnail of Metacognition as a Mediator of the Effect of Test Anxiety on a Surface Approach to Studying

This study investigated the role of metacognition as a mediator of the effect of test anxiety on ... more This study investigated the role of metacognition as a mediator of the effect of test anxiety on a surface approach to studying. The following scales were completed by 109 undergraduate social sciences students: Approaches and Study Skills Inventories for Students (ASSIST), Metacognitions Questionnaire (MCQ), and Test Anxiety Scale (TAS). Positive and significant correlations were observed between test anxiety and a surface approach to studying, and between all five dimensions of metacognition and test anxiety. Positive and significant ...

Research paper thumbnail of Positive and negative processes underlying academic performance: A chained mediation model

Research paper thumbnail of The Effect of Perceived Challenges and Skills on the Quality of Subjective Experience

Journal of Personality, 1996

This article investigates the effects that perceived challenges and skills in activities have on ... more This article investigates the effects that perceived challenges and skills in activities have on the quality of everyday life experience. Based on flow theory it was predicted that quality of daily experience would depend on the challenge experienced and skill required in specific situations, as well as on the balance between challenge and skill. The Experience Sampling Method (ESM) was used on a sample of 208 talented adolescents to measure daily variations in four dimensions of experience (concentration, wish to do the activity, involvement, and happiness) in four contexts (in school, with relatives, with friends, and in solitude). The four dimensions of experience were regressed on the predictors challenges, skills, and their absolute difference expressing the balance/imbalance of challenges and skills. Hierarchical linear modeling, explained in detail herein, was conducted on a 1-week sample of experiences. Findings confirm the prediction of flow theory that the balance of challenges and skills has a positive and independent effect on the quality of experience. Yet some differences of parameter estimates were found between dimensions of experience and between social contexts. These heterogeneities call for a further improvement of the flow model.

Research paper thumbnail of A metacognitive-motivational model of surface approach to studying

Educ Psychol Uk, 2011

In this study, we put forward and tested a model of how surface approach to studying during exami... more In this study, we put forward and tested a model of how surface approach to studying during examination preparation is influenced by the trait variables of motivation and metacognition and the state variables of avoidance coping and evaluation anxiety. A sample of 528 university students completed, one week before examinations, the following self-report instruments: Work Preference Inventory, Metacognitions Questionnaire 30,

Research paper thumbnail of Multirater assessment of creative contributions to team projects in organizations

Http Dx Doi Org 10 1080 13594320902815312, May 8, 2009

ABSTRACT This study examined the convergent and construct validity of ratings of individual creat... more ABSTRACT This study examined the convergent and construct validity of ratings of individual creative contributions in a team context. A sample of 201 employees and supervisors, working on 26 team projects, completed the NEO-Five Factor Inventory and rated themselves and their teammates monthly on a single item measuring creative contributions to the project. The convergent validity of the ratings was supported because there was consistency among other ratings of the same targets and among different types of ratings (peer, supervisor, and self ratings) of the same targets. The construct validity of the ratings was partly supported because there were positive associations between individuals' peer-rated creativity and their Extraversion, and between individuals' self-rated and supervisor-rated creativity and their Openness to Experience. From peers and the self, women had lower creativity ratings than men, but other ratings were not influenced by the gender of the judge or the difference in gender of the target–judge dyad. The implications of these findings are discussed.

Research paper thumbnail of Perceived Individual Creativity in Organizational Teamwork as a Function of Personality and Gender

Research paper thumbnail of Metacognitive and Motivational Predictors of Surface Approach to Studying and Academic Examination Performance

Http Dx Doi Org 10 1080 01443410 2013 814196, May 16, 2014

ABSTRACT The objective of this study was to verify the structure of a model of how surface approa... more ABSTRACT The objective of this study was to verify the structure of a model of how surface approach to studying is influenced by the trait variables of motivation and metacognition and the state variables of avoidance coping and evaluation anxiety. We extended the model to include: (1) the investigation of the relative contribution of the five metacognition sub-traits; and (2) the prediction of academic examination performance whilst controlling for past academic examination performance. A sample of 101 university students completed prior to undertaking academic examinations the following self-report instruments: Work Preference Inventory, Metacognitions Questionnaire 30, Revised COPE Inventory, Evaluation Anxiety Scale and Approaches and Study Skills Inventory for Students. Results supported the original structure of the metacognitive-motivational model of surface approach to studying in addition to showing that it predicts academic examination performance controlling for past academic examination performance. The present study confirmed some previous findings, identified new predictive relationships and offered a comprehensive model of surface approach to studying and academic examination performance controlling for past academic examination performance.

Research paper thumbnail of Are psychological experiments on hypothesis-testing strategies a good simulation of scientific problem solving?

Research paper thumbnail of Ambiguity, inductive systems, and the modeling of subjective probability judgements

Philosophical Psychology

ABSTRACT

Research paper thumbnail of Internalized gender role attributes and motivational dispositions in talented teenagers

Research paper thumbnail of Trait Intrinsic and Extrinsic Motivations, Academic Performance, and Creativity in Hong Kong College Students

Journal of College Student Development

EJ653330 - Trait Intrinsic and Extrinsic Motivations, Academic Performance, and Creativity in Hon... more EJ653330 - Trait Intrinsic and Extrinsic Motivations, Academic Performance, and Creativity in Hong Kong College Students.

Research paper thumbnail of Motivation, academic performance, and the challenge of promoting creativity

Research paper thumbnail of Niska-Hartiavaivojen kulku pankkityössä (The course of neck and should troubles in bank work)

Research paper thumbnail of On the measurement and conceptualization of flow

Research paper thumbnail of Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship

Creativity Research Journal

This two-wave study examined the longitudinal relationships between positive affect in studying a... more This two-wave study examined the longitudinal relationships between positive affect in studying and the use of creative cognition in studying. Based on the broaden-and-build theory of positive emotions, the mood-as-input model, the control-process model of self-regulation of intentional behavior, and self-determination theory, it was hypothesized that positive affect will be both an antecedent and a consequence of the use of creative cognition. A sample of 130 university students completed the International Positive and Negative Affect Schedule–Short Form (I-PANAS-SF) and the Use of Creative Cognition Scale (UCCS) with reference to their overall studying experience in the first and second semesters of an academic year. A comparison of alternative structural equation models showed clear support for the reciprocal relationship between positive affect in studying and the use of creative cognition in studying. The theoretical and practical implications of these findings are outlined. Fu...

Research paper thumbnail of Positive psychology: A critical introduction

Research paper thumbnail of Flow as a function of affect and coping in the workplace

Individual Differences Research

Drawing from the broaden-and-build theory of positive emotions (Fredrickson, 1998), it was hypoth... more Drawing from the broaden-and-build theory of positive emotions (Fredrickson, 1998), it was hypothesized that flow in the workplace would be positively associated with positive affect and negatively associated with negative affect. It was also hypothesized that adaptive coping would predict more flow through the partially mediating factor of positive affect, and maladaptive coping would predict less flow through the partially mediating factor of negative affect. A sample of 152 workers who have experienced flow completed the SDFS-2 (Jackson, Martin & Eklund, 2008) flow scale, the I-PANAS-SF (Thompson, 2007) affect scale, and the COPE-R (Zuckerman & Gagne, 2003) coping scale. Multiple mediator modeling revealed that positive affect predicted more flow and negative affect predicted less flow, supporting the first hypothesis. Positive affect partially mediated the relationship between approach coping and flow but not accommodation coping and flow, and negative affect partially mediated ...

Research paper thumbnail of Flow as a way of coping: A qualitative study of the metacognitions of flow

Background Flow is a state of intense task absorption and cognitive efficiency. Flow has been rep... more Background Flow is a state of intense task absorption and cognitive efficiency. Flow has been reported to occur during various everyday activities such as sports and leisure, but also during work. Being in flow has been found to be associated with achievement in different domains (e.g., Bakker et al., 2011; Jackson & Roberts, 1992; Schüler & Brunner, 2009) and has also been linked to adaptive approaches to studying during academic examination preparation (Cermakova, Moneta, & Spada, 2010). More recently, the importance of investigating the "metacognitions of flow" -- i.e., self-regulatory aspects of the flow state -- has been raised (Moneta, in press a). Metacognitions of flow encompass people's awareness and beliefs about flow, including awareness of flow as a state that fosters performance and the measures taken to create and maintain flow when necessary. Flow theory posits that this state is more likely to occur during perceived high-demand situations. As identified...

Research paper thumbnail of A trait-state model of strategic approach to studying in university students

Research paper thumbnail of Flow in Work as a Function of Trait Intrinsic Motivation, Opportunity for Creativity in the Job, and Work Engagement

Handbook of Employee Engagement, 2010

Research paper thumbnail of Metacognition as a Mediator of the Effect of Test Anxiety on a Surface Approach to Studying

This study investigated the role of metacognition as a mediator of the effect of test anxiety on ... more This study investigated the role of metacognition as a mediator of the effect of test anxiety on a surface approach to studying. The following scales were completed by 109 undergraduate social sciences students: Approaches and Study Skills Inventories for Students (ASSIST), Metacognitions Questionnaire (MCQ), and Test Anxiety Scale (TAS). Positive and significant correlations were observed between test anxiety and a surface approach to studying, and between all five dimensions of metacognition and test anxiety. Positive and significant ...