Advanced search
1 file | 1.72 MB Add to list

Killing two birds with one stone : the role of motivational resources in predicting changes in achievement and school well-being beyond intelligence

Author
Organization
Abstract
This study investigated whether motivational resources play a role in predicting changes in students' achievement and well-being above and beyond the role of intelligence during the transition to secondary school. The motivational resources entailed autonomous and controlled motivation as conceived in Self-Determination Theory and implicit beliefs of intelligence as defined in Dweck's perspective. We used two waves of data from a larger longitudinal study, thereby following 6th grade students in the transition to secondary education (N = 2546, Mage = 11.52 years, 49.8% boys). Results of Latent Change Modeling revealed that, after controlling for the role of intelligence in the prediction of standardized math achievement tests, motivational resources played a supplementary role, both at the level of interindividual differences and at the level of intra-individual change. Students with higher initial levels of autonomous motivation obtained higher initial test scores, reported higher school well-being, and made greater progress in both outcomes across the transition. An increase in autonomous motivation was also related to an increase in both achievement and well-being. A similar, yet opposite, pattern of findings was obtained for controlled motivation. An entity mindset failed to yield any unique associations. Given that autonomous motivation contributes to both achievement and well-being beyond effects of intelligence, it is critical for educators to nurture this motivational resource as it allows them to kill two birds with one stone.
Keywords
Education, Developmental and Educational Psychology, Motivation, Well-being, Math achievement, Intelligence, Education, SELF-DETERMINATION THEORY, PHYSICAL-EDUCATION TEACHERS, IMPLICIT THEORIES, INTRINSIC MOTIVATION, AUTONOMY SUPPORT, FIT INDEXES, ACADEMIC MOTIVATION, GOAL ORIENTATION, PERFORMANCE, PERFECTIONISM

Downloads

  • (...).pdf
    • full text (Published version)
    • |
    • UGent only
    • |
    • PDF
    • |
    • 1.72 MB

Citation

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

MLA
Boncquet, Michiel, et al. “Killing Two Birds with One Stone : The Role of Motivational Resources in Predicting Changes in Achievement and School Well-Being beyond Intelligence.” CONTEMPORARY EDUCATIONAL PSYCHOLOGY, vol. 63, 2020, doi:10.1016/j.cedpsych.2020.101905.
APA
Boncquet, M., Soenens, B., Verschueren, K., Lavrijsen, J., Flamant, N., & Vansteenkiste, M. (2020). Killing two birds with one stone : the role of motivational resources in predicting changes in achievement and school well-being beyond intelligence. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 63. https://doi.org/10.1016/j.cedpsych.2020.101905
Chicago author-date
Boncquet, Michiel, Bart Soenens, Karine Verschueren, Jeroen Lavrijsen, Nele Flamant, and Maarten Vansteenkiste. 2020. “Killing Two Birds with One Stone : The Role of Motivational Resources in Predicting Changes in Achievement and School Well-Being beyond Intelligence.” CONTEMPORARY EDUCATIONAL PSYCHOLOGY 63. https://doi.org/10.1016/j.cedpsych.2020.101905.
Chicago author-date (all authors)
Boncquet, Michiel, Bart Soenens, Karine Verschueren, Jeroen Lavrijsen, Nele Flamant, and Maarten Vansteenkiste. 2020. “Killing Two Birds with One Stone : The Role of Motivational Resources in Predicting Changes in Achievement and School Well-Being beyond Intelligence.” CONTEMPORARY EDUCATIONAL PSYCHOLOGY 63. doi:10.1016/j.cedpsych.2020.101905.
Vancouver
1.
Boncquet M, Soenens B, Verschueren K, Lavrijsen J, Flamant N, Vansteenkiste M. Killing two birds with one stone : the role of motivational resources in predicting changes in achievement and school well-being beyond intelligence. CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 2020;63.
IEEE
[1]
M. Boncquet, B. Soenens, K. Verschueren, J. Lavrijsen, N. Flamant, and M. Vansteenkiste, “Killing two birds with one stone : the role of motivational resources in predicting changes in achievement and school well-being beyond intelligence,” CONTEMPORARY EDUCATIONAL PSYCHOLOGY, vol. 63, 2020.
@article{8684971,
  abstract     = {{This study investigated whether motivational resources play a role in predicting changes in students' achievement and well-being above and beyond the role of intelligence during the transition to secondary school. The motivational resources entailed autonomous and controlled motivation as conceived in Self-Determination Theory and implicit beliefs of intelligence as defined in Dweck's perspective. We used two waves of data from a larger longitudinal study, thereby following 6th grade students in the transition to secondary education (N = 2546, Mage = 11.52 years, 49.8% boys). Results of Latent Change Modeling revealed that, after controlling for the role of intelligence in the prediction of standardized math achievement tests, motivational resources played a supplementary role, both at the level of interindividual differences and at the level of intra-individual change. Students with higher initial levels of autonomous motivation obtained higher initial test scores, reported higher school well-being, and made greater progress in both outcomes across the transition. An increase in autonomous motivation was also related to an increase in both achievement and well-being. A similar, yet opposite, pattern of findings was obtained for controlled motivation. An entity mindset failed to yield any unique associations. Given that autonomous motivation contributes to both achievement and well-being beyond effects of intelligence, it is critical for educators to nurture this motivational resource as it allows them to kill two birds with one stone.}},
  articleno    = {{101905}},
  author       = {{Boncquet, Michiel and Soenens, Bart and Verschueren, Karine and Lavrijsen, Jeroen and Flamant, Nele and Vansteenkiste, Maarten}},
  issn         = {{0361-476X}},
  journal      = {{CONTEMPORARY EDUCATIONAL PSYCHOLOGY}},
  keywords     = {{Education,Developmental and Educational Psychology,Motivation,Well-being,Math achievement,Intelligence,Education,SELF-DETERMINATION THEORY,PHYSICAL-EDUCATION TEACHERS,IMPLICIT THEORIES,INTRINSIC MOTIVATION,AUTONOMY SUPPORT,FIT INDEXES,ACADEMIC MOTIVATION,GOAL ORIENTATION,PERFORMANCE,PERFECTIONISM}},
  language     = {{eng}},
  pages        = {{14}},
  title        = {{Killing two birds with one stone : the role of motivational resources in predicting changes in achievement and school well-being beyond intelligence}},
  url          = {{http://dx.doi.org/10.1016/j.cedpsych.2020.101905}},
  volume       = {{63}},
  year         = {{2020}},
}

Altmetric
View in Altmetric
Web of Science
Times cited: