The purpose of the present study was to explore the voices of high- and low-achieving middle school students around the function and utility of a student-engaged design learning how to learn intervention. The intervention was a year-long standard elective course in the curriculum in which all students enrolled during their time in middle school.…

In this paper, we explore associations among undergraduate students' perceptions of professor cultural competence, students' perceptions of professor growth mindset, and students' motivation to engage in intercultural interactions. In two studies (N[subscript study 1] = 351, N[subscript study 2] = 277), we find that when students perceive their…

The classroom learning environment plays a crucial role in promoting student motivation. With this in mind, this study investigates the relationship between classroom learning environments and student motivation via self-regulation as a mediator. We collected data from 2033 students and analyzed them using structural equation modeling. Task…

Choosing a field of study (study major) is challenging for prospective students. However, little research has examined factors measured prior to enrollment to predict motivation and well-being in a specific study major. Based on literature on affective forecasting and person-environment fit, prospective students' well-being forecast could be such…

Students' beliefs about whether they will experience changes in their socioeconomic status influence their academic motivation. We propose that students who are concerned about downward socioeconomic mobility will focus their attention on negative academic outcomes and exhibit motivational goals oriented towards preventing negative possibilities…

Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results…

Language mindsets and second language motivational self system (L2MSS) are two important motivational frameworks in understanding second language (L2) engagement. We argue that whether and how mindsets predict academic engagement can be explained by L2MSS components (ideal L2 self, ought-to L2 self, and learning experience). Using a multi-stage…

The goal of the present study was to examine factors associated with academic self-handicapping in Black students attending a predominantly white university. Factors examined included sociodemographic factors (gender, first-generation college student status); psychological factors (family support, perceived discrimination, Black identity); and…

Self-determination theory emphasizes the crucial role of need-supportive teaching in facilitating student motivation and engagement. However, much of the research on need-supportive teaching focuses on its effects on students. An equally important but less explored topic is what facilitates teachers' need-supportive teaching. This two-part…

Many studies have assessed students' motivation through surveys, but only a few studies systematically investigated through students' own words the reasons and aims of their achievement striving. In the present study, we rely on the Goal Complex Perspective (Sommet and Elliot in J Educ Psychol 109(8):1141--1162, 2017.…

Previous literature has demonstrated that peer support is instrumental for the promotion of adaptive academic and mental health outcomes; however, limited research has examined prospective directional associations between peer support and adjustment within college settings. The purpose of this study was to investigate the longitudinal associations…

Based on self-determination theory, this study examines the relations between teachers' perception of classes' engagement, their motivating teaching practices, and students' motivation. Fifty-two physical education (PE) teachers and their 1,040 students from 52 classes participated in this study. Teachers' perception of classes' engagement was…

Teachers' daily competitive and cooperative practices impact students' motivation and academic achievement. The present research was conducted among French in-service teachers. Our goal was to examine one of the predictors of the use of competitive and cooperative pedagogical practices by teachers: their belief in school meritocracy. A sample of…

Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed…

Students typically overestimate how well they will perform on future academic events, then lower those expectations as the event and performance feedback approach. According to control theories, individuals also shift from primary control strategies to secondary control strategies when the opportunity to exert direct influence over a performance…