Autonomy Support, Personality, and Mindset in Predicting Academic Performance among Early Adolescents: The Mediating Role of Self-Determined Motivation

Autor/inn/en	Mammadov, Sakhavat; Tozoglu, Dogan
Titel	Autonomy Support, Personality, and Mindset in Predicting Academic Performance among Early Adolescents: The Mediating Role of Self-Determined Motivation
Quelle	In: Psychology in the Schools, 60 (2023) 10, S.3754-3769 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mammadov, Sakhavat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22966
Schlagwörter	Middle School Students; Models; Personality Traits; Teacher Student Relationship; Parent Child Relationship; Social Support Groups; World Views; Individual Development; Academic Achievement; Self Determination; Motivation; Grade Point Average; Personal Autonomy; Student Attitudes + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Analogiemodell; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Social support; Soziale Unterstützung; World view; Weltanschauung; Individuelle Entwicklung; Schulleistung; Selbstbestimmung; psychologische; Motivation (psychologisch); Individuelle Autonomie; Schülerverhalten
Abstract	There is a growing interest on the role of noncognitive factors such as personality traits and implicit beliefs in accounting for individual differences in academic performance. Autonomy support from primary socializing agents too is an important tool for enhancing student motivation and other learning outcomes. In this study, we tested a model hypothesizing that the broad personality traits of conscientiousness and openness, growth mindset, and perceived teacher and parent autonomy support would be distal predictors of academic performance, with self-determined motivation proximally accounting for performance outcomes. Middle school students (N = 234) completed an online Qualtrics survey. Students' year-end grade point averages for all subjects were used as an indicator of their academic performance. We found that conscientiousness had direct and indirect effects (through autonomous motivation) on academic performance. Openness, growth mindset, and parent autonomy support were indirectly associated with academic performance through their effects on autonomous motivation. The effect of teacher autonomy support on academic performance was mediated by both controlled motivation and autonomous motivation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01