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

Autor/inn/en	Mouratidis, A.; Michou, A.; Aelterman, N.; Haerens, L.; Vansteenkiste, M.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01