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ERIC Number: EJ1077150
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1927-5250
Gender and Autonomy-Supportive Contexts: Theoretical Perspectives of Self-Determination and Goal Setting
Lin, Shinyi; Chen, Yu-Chuan
Journal of Education and Learning, v2 n4 p13-18 2013
In integrating theoretical perspectives of self-determination and goal-setting, this study proposes a conceptual model with moderating and mediating effects exploring gender issue in autonomy-supportive learning in higher education as research context. In the proposed model, goal-setting attributes, i.e., individual determinants, social determinants, and situational determinants, have substantial prediction on goal attainability and goal commitment. Goal commitment has prediction on goal attainability. Additionally, perceived support mediates the causal effect of goal-setting attributes on goal attainability. In other words, goal commitment has partial mediating effect of goal-setting attributes on goal attainability. Further discussion and implications are also included in the study.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A