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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
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Mouratidis, A.; Michou, A.; Aelterman, N.; Haerens, L.; Vansteenkiste, M. – Educational Psychology, 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…
Descriptors: Personal Autonomy, Time Management, Adolescents, Student Motivation
Parent Involvement and Academic Outcomes among Urban Adolescents: Examining the Role of School Engagement
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Dotterer, Aryn M.; Wehrspann, Elizabeth – Educational Psychology, 2016
The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent…
Descriptors: Parent Participation, Parent Student Relationship, Adolescents, Urban Youth
Will I Succeed in Middle School? A Longitudinal Analysis of Self-Efficacy in School Transitions in Relation to Goal Structures and Engagement
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Madjar, Nir; Chohat, Ronny – Educational Psychology, 2017
The current study aimed to explore the concept of transition self-efficacy, which is defined as individuals' subjective evaluation of their ability to execute the actions required for a successful transition from elementary to middle school. The study followed a sample of 128 sixth-grade students for 2 consecutive years (before and after the…
Descriptors: Middle School Students, Academic Achievement, Academic Ability, Self Concept
Personal Best (PB) and "Classic" Achievement Goals in the Chinese Context: Their Role in Predicting Academic Motivation, Engagement and Buoyancy
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Yu, Kai; Martin, Andrew J. – Educational Psychology, 2014
Prior research has shown personal best (PB) goals to be significantly related to students' motivation, engagement and achievement. However, research thus far has investigated PB goals only among Western samples and it is unclear to what extent PB goals hold academic merit in the Asian context. It is also unclear whether PB goals explain variance…
Descriptors: Academic Achievement, Goal Orientation, Mastery Learning, Middle School Students
Self-Efficacy and Achievement Goals as Motivational Links between Perceived Contexts and Achievement
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Jiang, Yi; Song, Juyeon; Lee, Minhye; Bong, Mimi – Educational Psychology, 2014
The purposes of the present study were to investigate (a) how the subjectively perceived achievement goals of significant others would predict the academic self-efficacy and achievement goals of Korean adolescents and (b) how those self-efficacy and achievement goals in turn predicted their achievement. We also compared these predictive…
Descriptors: Self Efficacy, Academic Achievement, Goal Orientation, Middle School Students
Maternal Goal Factors in Adaptive and Maladaptive Childhood Perfectionism
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Hutchinson, Amy Joy; Yates, Gregory C. R. – Educational Psychology, 2008
In this project, 72 middle school students responded to a questionnaire tapping three aspects of perfectionism: self-striving, socially-prescribed perfectionism, and concern for mistakes. Their mothers completed a questionnaire assessing goal expression along three dimensions defined as direct expectations (e.g., "I set high standards for my…
Descriptors: Measures (Individuals), Student Characteristics, Academically Gifted, Middle School Students