Basic Psychological Need Satisfaction toward Learning: A Longitudinal Test of Mediation Using Bifactor Exploratory Structural Equation Modeling

Autor/inn/en	Garn, Alex C.; Morin, Alexandre J. S.; Lonsdale, Chris
Titel	Basic Psychological Need Satisfaction toward Learning: A Longitudinal Test of Mediation Using Bifactor Exploratory Structural Equation Modeling
Quelle	In: Journal of Educational Psychology, 111 (2019) 2, S.354-372 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000283
Schlagwörter	Psychological Needs; Need Gratification; Student Motivation; Self Determination; Longitudinal Studies; Grade 8; Physical Education; Student Attitudes; Secondary School Students; Structural Equation Models; Factor Analysis; Grade 9; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Bedürfnisbefriedigung; Schulische Motivation; Selbstbestimmung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 08; 8. Schuljahr; Schuljahr 08; Körpererziehung; Sportunterricht; Schülerverhalten; Sekundarschüler; Faktorenanalyse; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Australien
Abstract	Student motivation research seeks to uncover greater understanding of when, how, and why students succeed or fail in school settings. Self-determination theory has been at the forefront of helping educational stakeholders answer questions on student motivation. This study investigates the motivation mediation model proposed by self-determination theory using a longitudinal research design. A total of 1,789 Grade 8 Australian physical education students reported their perceptions of their teacher's motivational style (antecedent), their levels of basic psychological need satisfaction (mediator), their motivation (outcome), and their affect (outcome) across 3 time points. Bifactor exploratory structural equation modeling (bifactor-ESEM) was used to simultaneously test the mediating roles of students' global levels of basic psychological need satisfaction and of the specific satisfaction of their basic psychological needs for autonomy, competence, and relatedness. A longitudinal autoregressive cross-lagged model, allowed us to achieve a systematic disaggregation of the cross-sectional and longitudinal associations between constructs. Findings first supported the superiority of the bifactor-ESEM representation of students' need satisfaction ratings over alternative measurement models, as well as their longitudinal measurement invariance. Second, the longitudinal predictive model revealed that only students' global levels of basic psychological need satisfaction mediated the relations observed between the theoretical antecedents and outcomes in the motivation mediation model. However, meaningful relations between specific factors and outcomes were also identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01