Literaturnachweis - Detailanzeige
| Autor/inn/en | Guay, Frederic; Ratelle, Catherine F.; Roy, Amelie; Litalien, David |
|---|---|
| Titel | Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects |
| Quelle | In: Learning and Individual Differences, 20 (2010) 6, S.644-653 (10 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1041-6080 |
| DOI | 10.1016/j.lindif.2010.08.001 |
| Schlagwörter | Academic Achievement; Student Motivation; Self Concept; Academic Ability; High School Students; Questionnaires; Student Attitudes; Self Determination; Personal Autonomy |
| Abstract | Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 high school students (404 boys and 521 girls) were asked to complete a questionnaire on two occasions separated by a year interval. Results from SEM analyses provided good support for the hypothesized model positing that autonomous academic motivation mediates the academic self-concept-academic achievement relation. Results are discussed in light of self-determination theory and self-concept theory. (Contains 5 figures and 3 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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