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ERIC Number: EJ1012803
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-3831
Autonomy Support and Intrinsic Goal Progress Expectancy and Its Links to Longitudinal Study Effort and Subjective Wellbeing: The Differential Mediating Effect of Intrinsic and Identified Regulations and the Moderator Effects of Effort and Intrinsic Goals
Waaler, Rune; Halvari, Halgeir; Skjesol, Knut; Bagoien, Tor Egil
Scandinavian Journal of Educational Research, v57 n3 p325-341 2013
The authors tested a self-determination theory (Deci & Ryan, 2000) process model of subjective wellbeing among students at Norwegian Folk High Schools. In this model the authors hypothesized that students' intrinsic goal progress expectancy in the chosen study activity and perceived autonomy support from teachers would be positively associated with intrinsic and identified regulations of activity. In turn, intrinsic regulation would positively affect subjective wellbeing at the end of the school year (eight months later), whereas the identified regulation-subjective wellbeing link would be both indirect through and moderated by effort. In addition, the lower the identified regulation among students, the more their psychological well-being would be moderated by intrinsic goal progress expectancy. The results supported all predictions. (Contains 2 tables and 5 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway