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Direct linkVasconcellos, Diego; Parker, Philip D.; Hilland, Toni; Cinelli, Renata; Owen, Katherine B.; Kapsal, Nathanial; Lee, Jane; Antczak, Devan; Ntoumanis, Nikos; Ryan, Richard M.; Lonsdale, Chris – Journal of Educational Psychology, 2020
In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive…
Descriptors: Self Determination, Physical Education, Personal Autonomy, Correlation
Orkibi, Hod; Ronen, Tammie; Assoulin, Naama – Journal of Educational Psychology, 2014
Although adolescents' well-being has long been considered a central goal in therapy and education, research focusing on the link between subjective well-being (SWB; happiness) and studying in specialized school classes is rather limited. Using a between-subjects design, the present study examined whether adolescents studying in sports, arts, or…
Descriptors: Well Being, Social Support Groups, Role, Secondary School Students
Véronneau, Marie-Hélène; Hiatt Racer, Kristina; Fosco, Gregory M.; Dishion, Thomas J. – Journal of Educational Psychology, 2014
Effortful control has been proposed as a set of neurocognitive competencies that is relevant to self-regulation and educational attainment (Posner & Rothbart, 2007). This study tested the hypothesis that a multiagent report of adolescents' effortful control (age 17) would be predictive of academic persistence and educational attainment (age…
Descriptors: Adolescents, Self Control, Educational Attainment, Young Adults
Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli – Journal of Educational Psychology, 2012
The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In…
Descriptors: Academic Achievement, Intelligence, Grades (Scholastic), Report Cards
Peer reviewedNormandeau, Sylvie; Guay, Frederic – Journal of Educational Psychology, 1998
A model of school achievement that included intellectual ability, preschool behavior, and cognitive self-control was tested through structural equation modeling with 291 kindergarten children. Children who were less aggressive or more prosocial exerted better cognitive self-control over their school tasks, and cognitive self-control was positively…
Descriptors: Academic Achievement, Aggression, Grade 1, Intelligence
