Bidirectional Relations between Autonomous Motivations and Approach Goals and Their Contribution to School Functioning

Autor/inn/en	Duchesne, Stéphane; Ratelle, Catherine F.; Larose, Simon
Titel	Bidirectional Relations between Autonomous Motivations and Approach Goals and Their Contribution to School Functioning
Quelle	In: Educational Psychology, 42 (2022) 2, S.240-258 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duchesne, Stéphane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.2002818
Schlagwörter	Correlation; Personal Autonomy; Student Motivation; Grade 7; Grade 8; Prediction; Academic Achievement; Anxiety Disorders; Behavior Problems; Goal Orientation; Secondary School Students; Mastery Learning; Self Determination; Foreign Countries; Learning Motivation; Measures (Individuals); Surveys; Student Adjustment; French; Grades (Scholastic); Mathematics Achievement; Canada; Academic Motivation Scale; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Korrelation; Individuelle Autonomie; Schulische Motivation; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Vorhersage; Schulleistung; Zielorientierung; Zielvorstellung; Sekundarschüler; Selbstbestimmung; Ausland; Motivation for studies; Lernmotivation; Messdaten; Survey; Umfrage; Befragung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Französisch; Notenspiegel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kanada
Abstract	This study examined the cross-lagged relationships between students' autonomous motivations (intrinsic motivation and identified regulations) and approach goals (mastery and performance) in school. The sample included 449 students (52% girls) in Grades 7 and 8 (secondary 1 and 2). Results showed that intrinsic motivation (IM) positively predicted approach goals 20 months later, while mastery-approach goals (MAp) positively predicted autonomous motivations. A second objective was to test the contributions of autonomous motivations and approach goals to students' school functioning measured 32 months after the beginning of the study. Five main findings can be highlighted: IM contributed to (1) increased academic achievement (via high MAp and PAp), (2) increased social anxiety (via high PAp), and (3) decreased disruptive behaviours (via high MAp); MAp goals predicted (4) a decreased in disruptive behaviours (via high identified regulation) and (5) increases in achievement (via high IM). Implications for education stakeholders are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11