Literaturnachweis - Detailanzeige
Autor/inn/en | Mouratidis, A.; Michou, A.; Aelterman, N.; Haerens, L.; Vansteenkiste, M. |
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Titel | Begin-of-School-Year Perceived Autonomy-Support and Structure as Predictors of End-of-School-Year Study Efforts and Procrastination: The Mediating Role of Autonomous and Controlled Motivation |
Quelle | In: Educational Psychology, 38 (2018) 4, S.435-450 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Mouratidis, A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-3410 |
DOI | 10.1080/01443410.2017.1402863 |
Schlagwörter | Personal Autonomy; Time Management; Adolescents; Student Motivation; Path Analysis; Predictor Variables; Study Habits; Middle School Students; High School Students; Foreign Countries; Learning Strategies; Questionnaires; Hierarchical Linear Modeling; Statistical Analysis; Multivariate Analysis; Belgium; Motivated Strategies for Learning Questionnaire Individuelle Autonomie; Zeitmanagement; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulische Motivation; Pfadanalyse; Prädiktor; Study behavior; Study behaviour; Studienverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Statistische Analyse; Multivariate Analyse; Belgien |
Abstract | In this prospective study, we recruited a sample of Belgian adolescents (N = 886) to investigate to what extent perceived teachers' motivating style relates to quality of motivation in the beginning of the school year and, in turn, changes in study effort and procrastination by the end of the school year. After controlling for initial levels of study effort and procrastination and for a shared variance due to classroom membership, we found, through path analysis, perceived autonomy support and structure to relate positively to autonomous motivation, which in turn predicted increased study effort and decreased procrastination at the end of the school year. The findings are discussed from a theoretical and practical standpoint. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |