Evidence of a continuum structure of academic self-determination : a two-study test using a bifactor-ESEM representation of academic motivation

Authors: Litalien, David; Morin, Alexandre J. S.; Gagné, Marylène; Vallerand, Robert J.; Losier, Gaëtan; Ryan, Richard M.
Abstract: Self-determination theory postulates various types of motivation can be placed on a continuum according to their level of relative autonomy, or self-determination. We analyze this question through the application of a bifactor-ESEM framework to the Academic Motivation Scale, completed by undergraduate (N = 547; Study 1) and graduate (N = 571; Study 2) students. In both studies, the results showed that bifactor-ESEM was well-suited to modeling the continuum of academic motivation, and provided a simultaneous assessment of the global level of self-determination and of the specific motivation factors. Global academic self-determination positively predicted satisfaction with studies and vitality. It also negatively predicted dropout intentions and ill-being. Specific motivation types additionally predicted outcomes over and above the global factor
Document Type: Article de recherche
Issue Date: 1 July 2017
Open Access Date: 1 July 2020
Document version: AM
Permalink: http://hdl.handle.net/20.500.11794/14642
This document was published in: Contemporary educational psychology, Vol. 51, 67–82 (October 2017)
https://doi.org/10.1016/j.cedpsych.2017.06.010
Academic Press
Alternative version: 10.1016/j.cedpsych.2017.06.010
Collection:Articles publiés dans des revues avec comité de lecture

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