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Autonomous and controlled regulation of performance-approach goals: their relations to perfectionism and educational outcomes

Maarten Vansteenkiste UGent, Stijn Smeets, Bart Soenens UGent, Willy Lens, Lennia Matos and Edward L Deci (2010) MOTIVATION AND EMOTION. 34(4). p.333-353
abstract
The present research uses self-determination theory to examine whether autonomous and controlled regulation of performance-approach (PAp) goals would differentially predict educational outcomes and add to the variance explained by the goal strength. Two cross-sectional studies among 10th to 12th grade students supported this hypothesis but showed that when regulations of PAp goals were entered into the same regression equation with the PAp goal strength, the PAp goal strength no longer predicted outcomes. Study 2 examined perfectionism in relation to PAp goals and types of regulation, thereby showing that whereas adaptive and maladaptive perfectionism were both positively related to PAp goals, adaptive and maladaptive perfectionism were associated with autonomous and controlled regulations, respectively. Finally, path modeling indicated that autonomous and controlled regulations of PAp goals (but not PAp goals themselves) accounted for nearly all of the relation between the types of perfectionism and learning outcomes. The discussion emphasizes that it is critical to move beyond the consideration of PAp goals per se, thereby considering the types of regulation of PAp goals.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
SELF-DETERMINATION THEORY, AVOIDANCE ACHIEVEMENT-MOTIVATION, HIERARCHICAL MODEL, MEDIATIONAL ANALYSIS, INTRINSIC MOTIVATION, ACADEMIC-ACHIEVEMENT, STUDENT MOTIVATION, EXAM PERFORMANCE, EGO INVOLVEMENT, CLASSROOM, Performance-approach goals, Autonomous and controlled motivation, Achievement goal theory, Self-determination theory
journal title
MOTIVATION AND EMOTION
Motiv. Emot.
volume
34
issue
4
pages
333 - 353
Web of Science type
Article
Web of Science id
000284597300002
JCR category
PSYCHOLOGY, SOCIAL
JCR impact factor
1.014 (2010)
JCR rank
37/55 (2010)
JCR quartile
3 (2010)
ISSN
0146-7239
DOI
10.1007/s11031-010-9188-3
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
1253537
handle
http://hdl.handle.net/1854/LU-1253537
date created
2011-06-06 14:51:14
date last changed
2016-12-19 15:42:17
@article{1253537,
  abstract     = {The present research uses self-determination theory to examine whether autonomous and controlled regulation of performance-approach (PAp) goals would differentially predict educational outcomes and add to the variance explained by the goal strength. Two cross-sectional studies among 10th to 12th grade students supported this hypothesis but showed that when regulations of PAp goals were entered into the same regression equation with the PAp goal strength, the PAp goal strength no longer predicted outcomes. Study 2 examined perfectionism in relation to PAp goals and types of regulation, thereby showing that whereas adaptive and maladaptive perfectionism were both positively related to PAp goals, adaptive and maladaptive perfectionism were associated with autonomous and controlled regulations, respectively. Finally, path modeling indicated that autonomous and controlled regulations of PAp goals (but not PAp goals themselves) accounted for nearly all of the relation between the types of perfectionism and learning outcomes. The discussion emphasizes that it is critical to move beyond the consideration of PAp goals per se, thereby considering the types of regulation of PAp goals.},
  author       = {Vansteenkiste, Maarten and Smeets, Stijn and Soenens, Bart and Lens, Willy and Matos, Lennia and Deci, Edward L},
  issn         = {0146-7239},
  journal      = {MOTIVATION AND EMOTION},
  keyword      = {SELF-DETERMINATION THEORY,AVOIDANCE ACHIEVEMENT-MOTIVATION,HIERARCHICAL MODEL,MEDIATIONAL ANALYSIS,INTRINSIC MOTIVATION,ACADEMIC-ACHIEVEMENT,STUDENT MOTIVATION,EXAM PERFORMANCE,EGO INVOLVEMENT,CLASSROOM,Performance-approach goals,Autonomous and controlled motivation,Achievement goal theory,Self-determination theory},
  language     = {eng},
  number       = {4},
  pages        = {333--353},
  title        = {Autonomous and controlled regulation of performance-approach goals: their relations to perfectionism and educational outcomes},
  url          = {http://dx.doi.org/10.1007/s11031-010-9188-3},
  volume       = {34},
  year         = {2010},
}

Chicago
Vansteenkiste, Maarten, Stijn Smeets, Bart Soenens, Willy Lens, Lennia Matos, and Edward L Deci. 2010. “Autonomous and Controlled Regulation of Performance-approach Goals: Their Relations to Perfectionism and Educational Outcomes.” Motivation and Emotion 34 (4): 333–353.
APA
Vansteenkiste, Maarten, Smeets, S., Soenens, B., Lens, W., Matos, L., & Deci, E. L. (2010). Autonomous and controlled regulation of performance-approach goals: their relations to perfectionism and educational outcomes. MOTIVATION AND EMOTION, 34(4), 333–353.
Vancouver
1.
Vansteenkiste M, Smeets S, Soenens B, Lens W, Matos L, Deci EL. Autonomous and controlled regulation of performance-approach goals: their relations to perfectionism and educational outcomes. MOTIVATION AND EMOTION. 2010;34(4):333–53.
MLA
Vansteenkiste, Maarten, Stijn Smeets, Bart Soenens, et al. “Autonomous and Controlled Regulation of Performance-approach Goals: Their Relations to Perfectionism and Educational Outcomes.” MOTIVATION AND EMOTION 34.4 (2010): 333–353. Print.