Dispositional achievement motives matter for autonomous versus controlled motivation and behavioral or affective educational outcomes

Cataloged 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

Personal and contextual antecedents of achievement goals: Their direct and indirect relations to students' learning strategies

Cataloged from PDF version of article.In this correlational research, we investigated to what extent achievement goals, in conjunction with need for achievement and fear of failure as well as perceived classroom goal structures, are related to learning strategies among upper elementary school students. After taking into account students' tendency to respond in a socially desirable way, we found, through path analysis, that mastery-approach goals partially mediated the relation of need for achievement and perceived mastery goal structures to learning strategies. These findings are discussed within the hierarchical model framework proposed by Elliot (1999). They suggest that the simultaneous examination of personal and contextual antecedents of achievement goals can enhance our understanding of the processes underlying achievement motivation and its outcomes

Perceived structure and achievement goals as predictors of student' self-regulated learning and affect and the mediating role of competence need satisfaction

Cataloged from PDF version of article.We investigated the extent to which perceived structure and personal achievement goals could explain students' effective learning strategies and affect-related experiences in a sample of Greek adolescent students (N=606; 45.4% males; mean age: M=15.05, SD=1.43). Having controlled for students' social desirability responses, we used multilevel analyses, and found that between-student (i.e., within class) differences in perceived structure related positively to learning strategies and positive affect and negatively to negative affect, with the relations being partially mediated by competence need satisfaction. In addition, we found between-student differences in the relations of mastery-approach, performance-approach, and performanceavoidance goals to the learning-strategy and affect outcomes. Moreover, at the between-class level, perceived structure related positively to learning strategies and positive affect, and negatively to depressive feelings. Finally, an interesting cross-level interaction between perceived structure and performance-avoidance goals for negative affect revealed that well-structured classrooms attenuated the positive, harmful relation between performance-avoidance goals and negative affect. These findings indicate the key role of structure and the endorsement of mastery-approach goals in the classroom

Potential tree species extinction, colonization and recruitment in Afromontane forest relicts

Tree species regeneration determines future forest structure and composition, but is often severely hampered in small forest relicts. To study succession, long-term field observations or simulation models are used but data, knowledge or resources to run such models are often scarce in tropical areas. We propose and implement a species accounting equation, which includes the co-occurring events extinction, colonization and recruitment and which can be solved by using data from a single inventory. We solved this species accounting equation for the 12 remaining Afromontane cloud forest relicts in Taita Hills, Kenya by comparing the tree species present among the seedling, sapling and mature tree layer in 82 plots. A simultaneous ordination of the seedling, sapling and mature tree layer data revealed that potential species extinctions, colonizations and recruitments may induce future species shifts. On landscape level, the potential extinction debt amounted to 9% (7 species) of the regional species pool. On forest relict level, the smallest relicts harbored an important proportion of the tree species diversity in the regeneration layer. The average potential recruitment credit, defined as species only present as seedling or sapling, was 3 and 6 species for large and small forest relicts, while the average potential extinction debt was 12 and 4 species, respectively. In total, both large and small relicts are expected to lose approximately 20% of their current local tree species pool. The species accounting equations provide a time and resource effective tool and give an improved understanding of the conservation status and possible future succession dynamics of forest relicts, which can be particularly useful in a context of participatory monitoring

Within-person configurations and temporal relations of personal and perceived parent-promoted life goals to school correlates among adolescents

Cataloged from PDF version of article.Grounded in self-determination theory, this longitudinal study examined the academic correlates of middle and high school students' (N = 923; 33.4% male) intrinsic and extrinsic aspirations (i.e., life goals) and the type of aspirations that they perceive their parents to promote to them. Person-centered analysis revealed 3 meaningful groups: a relatively high intrinsic aspiration group, a relatively moderate intrinsic aspiration group, and a relatively high-intrinsic and high-extrinsic aspiration group. Tukey post hoc comparisons indicated that students in the high intrinsic aspiration group scored higher on mastery-approach goals, effort regulation, and grades than students in the other 2 groups and lower on performance-approach goals and test anxiety than students in the high-high aspiration group. A match between learners' own aspiration profile and the perceived parent-promoted aspiration profile did not alter these between-group differences. Further, intrapersonal fluctuations of intrinsic aspirations covaried with mastery-approach goals over a 1-year time interval, while extrinsic aspirations covaried with performance-approach goals and test anxiety in the same period; none of these within-person associations were consistently moderated by between-student differences in perceived parental aspiration promotion. Instead, perceived parent-promoted intrinsic and extrinsic aspirations were, respectively, positive and negative predictors of between-student differences in positive school functioning. The present results highlight the importance of endorsing and promoting intrinsic aspirations for school adjustment. © 2013 American Psychological Association

Breeding habitat loss reveals limited foraging flexibility and increases foraging effort in a colonial breeding seabird

Background: Habitat loss can force animals to relocate to new areas, where they would need to adjust to an unfamiliar resource landscape and find new breeding sites. Relocation may be costly and could compromise reproduction. Methods: Here, we explored how the Lesser black-backed gull (Larus fuscus), a colonial breeding seabird species with a wide ecological niche, responds to the loss of its breeding habitat. We investigated how individuals adjusted their foraging behaviour after relocating to another colony due to breeding site destruction, and whether there were any reproductive consequences in the first years after relocation. To this end, we compared offspring growth between resident individuals and individuals that recently relocated to the same colony due to breeding habitat loss. Using GPS-tracking, we further investigated the foraging behaviour of resident individuals in both colonies, as well as that of relocated individuals, as enhanced foraging effort could represent a potential driver of reproductive costs. Results: We found negative consequences of relocation for offspring development, which were apparent when brood demand was experimentally increased. Recently relocated gulls travelled further distances for foraging than residents, as they often visited more distant foraging sites used by residents breeding in their natal colony as well as new areas outside the home range of the residents in the colony where they settled. Conclusions: Our results imply that relocated individuals did not yet optimally adapt to the new food landscape, which was unexpected, given the social information on foraging locations that may have been available from resident neighbours in their new breeding colony. Even though the short-term reproductive costs were comparatively low, we show that generalist species, such as the Lesser black-backed gull, may be more vulnerable to habitat loss than expected. Long term studies are needed to investigate how long individuals are affected by their relocation in order to better assess potential population effects of (breeding) habitat loss