Mediational Role of Academic Motivation in the Association between School Self-Concept and School Achievement among Indian Adolescents in Canada and India

Autor/in	Areepattamannil, Shaljan
Titel	Mediational Role of Academic Motivation in the Association between School Self-Concept and School Achievement among Indian Adolescents in Canada and India
Quelle	In: Social Psychology of Education: An International Journal, 15 (2012) 3, S.367-386 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-012-9187-1
Schlagwörter	Grade Point Average; Incentives; Academic Achievement; Motivation; Adolescents; Foreign Countries; Grade 9; Grade 10; Grade 11; Grade 12; Immigrants; Self Concept; Student Motivation; Correlation; High School Students; Canada; India + Suchen Sie Ihr Suchwort? Anreiz; Schulleistung; psychologische; Motivation (psychologisch); Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Immigrant; Immigrantin; Immigranten; Selbstkonzept; Schulische Motivation; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kanada; Indien
Abstract	The present study examined the mediational role of academic motivation in the association between school self-concept and school achievement among 355 Indian immigrant adolescents in Canada and 363 Indian adolescents in India. Surveys were administered among Grades 9-12 students in Canada and India to assess their academic self-concepts, academic motivation, and academic achievement. Bootstrapped tests of simultaneous multiple indirect effects were conducted to determine the unique ability of each putative mediator--intrinsic motivation, extrinsic motivation, and amotivation--to account for the effect of school self-concept on overall school GPA for Indian immigrant adolescents in Canada and Indian adolescents in India. Mediational analyses revealed the mediational roles of both intrinsic and extrinsic motivation in the association between school self-concept and school achievement for Indian immigrant adolescents in Canada, while intrinsic motivation solely mediated the relations between school self-concept and school achievement for Indian adolescents in India. Amotivation was not a significant mediator for both the Indian immigrant and Indian adolescents. Implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10