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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

(2018) EDUCATIONAL PSYCHOLOGY. 38(4). p.435-450
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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.
Keywords
Self-determination, learning environment, adolescence, learning strategies, path analysis, SELF-DETERMINATION THEORY, PHYSICAL-EDUCATION, ACADEMIC-ACHIEVEMENT, DETERMINATION PERSPECTIVE, STUDENTS MOTIVATION, COLLEGE-STUDENTS, ENGAGEMENT, CLASSROOM, ADOLESCENTS, TEACHERS

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Citation

Please use this url to cite or link to this publication:

Chicago
Mouratidis, A., A. Michou, Nathalie Aelterman, Leen Haerens, and Maarten Vansteenkiste. 2018. “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.” Educational Psychology 38 (4): 435–450.
APA
Mouratidis, A., Michou, A., Aelterman, N., Haerens, L., & Vansteenkiste, M. (2018). 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. EDUCATIONAL PSYCHOLOGY, 38(4), 435–450.
Vancouver
1.
Mouratidis A, Michou A, Aelterman N, Haerens L, Vansteenkiste M. 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. EDUCATIONAL PSYCHOLOGY. 2018;38(4):435–50.
MLA
Mouratidis, A., A. Michou, Nathalie Aelterman, et al. “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.” EDUCATIONAL PSYCHOLOGY 38.4 (2018): 435–450. Print.
@article{8563494,
  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.},
  author       = {Mouratidis, A. and Michou, A. and Aelterman, Nathalie and Haerens, Leen and Vansteenkiste, Maarten},
  issn         = {0144-3410},
  journal      = {EDUCATIONAL PSYCHOLOGY},
  keyword      = {Self-determination,learning environment,adolescence,learning strategies,path analysis,SELF-DETERMINATION THEORY,PHYSICAL-EDUCATION,ACADEMIC-ACHIEVEMENT,DETERMINATION PERSPECTIVE,STUDENTS MOTIVATION,COLLEGE-STUDENTS,ENGAGEMENT,CLASSROOM,ADOLESCENTS,TEACHERS},
  language     = {eng},
  number       = {4},
  pages        = {435--450},
  title        = {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},
  url          = {http://dx.doi.org/10.1080/01443410.2017.1402863},
  volume       = {38},
  year         = {2018},
}

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