ERIC Number: EJ1176741
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
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
Mouratidis, A.; Michou, A.; Aelterman, N.; Haerens, L.; Vansteenkiste, M.
Educational Psychology, v38 n4 p435-450 2018
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.
Descriptors: Personal Autonomy, Time Management, Adolescents, Student Motivation, Path Analysis, Predictor Variables, Study Habits, Middle School Students, High School Students, Foreign Countries, Learning Strategies, Questionnaires, Hierarchical Linear Modeling, Statistical Analysis, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: Belgium
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A