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

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Mouratidis A., Michou A., Aelterman N., Haerens L., Vansteenkiste M.

EDUCATIONAL PSYCHOLOGY, cilt.38, sa.4, ss.435-450, 2018 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 38 Sayı: 4
  • Basım Tarihi: 2018
  • Doi Numarası: 10.1080/01443410.2017.1402863
  • Dergi Adı: EDUCATIONAL PSYCHOLOGY
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.435-450
  • Anahtar Kelimeler: Self-determination, learning environment, adolescence, learning strategies, path analysis, SELF-DETERMINATION THEORY, PHYSICAL-EDUCATION, ACADEMIC-ACHIEVEMENT, STUDENTS MOTIVATION, ENGAGEMENT, ADOLESCENTS, TEACHERS, STRATEGIES, SCIENCE, INTERNALIZATION
  • TED Üniversitesi Adresli: Evet

Özet

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.