12 research outputs found
Dispositional achievement motives matter for autonomous versus controlled motivation and behavioral or affective educational outcomes
Get PDFCataloged from PDF version of article.The present study investigated whether autonomous and controlled situational achievement motivation
function as mediating processes through which dispositional achievement motives are manifested in
affective and behavioral outcomes. Structural Equation Modeling with three student samples (Greek
N = 440; Belgian N = 283; German N = 264) indicated that need for achievement related positively to positive
affect and adaptive studying strategies via autonomous motivation. In contrast, fear of failure related
positively to negative affect and negatively to adaptive studying strategies via controlled motivation.
Additionally, dispositional achievement motives were directly related to affect outcomes verifying their
affect-base as argued in achievement motivation theory. The importance of individual differences in
achievement motive dispositions for situational autonomous and controlled motivation is discussed
Dispositional achievement motives matter for autonomous versus controlled motivation and behavioral or affective educational outcomes
No full textThe present study investigated whether autonomous and controlled situational achievement motivation function as mediating processes through which dispositional achievement motives are manifested in affective and behavioral outcomes. Structural Equation Modeling with three student samples (Greek N= 440; Belgian N= 283; German N= 264) indicated that need for achievement related positively to positive affect and adaptive studying strategies via autonomous motivation. In contrast, fear of failure related positively to negative affect and negatively to adaptive studying strategies via controlled motivation. Additionally, dispositional achievement motives were directly related to affect outcomes verifying their affect-base as argued in achievement motivation theory. The importance of individual differences in achievement motive dispositions for situational autonomous and controlled motivation is discussed. © 2014
Personality and motivation-orientation as determinants of learning strategies in Higher Education. Abstract
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Personality characteristics and learning activities during practice periods in nursing education
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Social learning and social abilities of first-grade elementary pupils in Greece: the importance of informal models of evaluation
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Pedagogical Systems and the Construction of the Primary School Teacher in the Teachers' Training Institution (Didaskalio)
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