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

被引：64

作者：

Mouratidis, A. ^{[1
]}

Michou, A. ^{[2
]}

Aelterman, N. ^{[3
]}

Haerens, L. ^{[4
]}

Vansteenkiste, M. ^{[3
]}

机构：

[1] TED Univ, Dept Psychol, Ankara, Turkey

[2] Bilkent Univ, Grad Sch Educ, Ankara, Turkey

[3] Univ Ghent, Dept Dev Personal & Social Psychol, Ghent, Belgium

[4] Univ Ghent, Dept Movement & Sports Sci, Ghent, Belgium

来源：

EDUCATIONAL PSYCHOLOGY | 2018年 / 38卷 / 04期

关键词：

Self-determination; learning environment; adolescence; learning strategies; path analysis; SELF-DETERMINATION THEORY; PHYSICAL-EDUCATION; ACADEMIC-ACHIEVEMENT; STUDENTS MOTIVATION; ENGAGEMENT; ADOLESCENTS; TEACHERS; STRATEGIES; SCIENCE; INTERNALIZATION;

D O I：

10.1080/01443410.2017.1402863

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：435 / 450

页数：16

共 60 条

[1] Students' Objectively Measured Physical Activity Levels and Engagement as a Function of Between-Class and Between-Student Differences in Motivation Toward Physical Education [J].