@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://doi.org/10.1016/j.cedpsych.2020.101905}},
  volume       = {{63}},
  year         = {{2020}},
}

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