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Autonomous, controlled, and amotivated types of academic motivation : a person-oriented analysis.

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bul.description.provenanceemo spbfr
bul.rights.dateAccepPubl2007-11-01fr
bul.rights.periodeEmbargoforeverfr
bul.rights.raisonEmbargoInfiniVersion publiée non autorisée. Pour que le document soit diffusé en libre accès, en accord avec le délai prescrit par l’éditeur de Journal of Educational Psychology, il faudrait déposer la version acceptée pour publication, incluant toutes les modifications demandées, mais sans la mise en page de la revue. Pour ce faire, effectuez une demande de modification à l’aide de la liste des dépôts diffusés à partir du tableau de suivi.fr
bul.rights.typeDatedatePublicationfr
dc.audienceProfesseurs (Enseignement supérieur)fr
dc.audienceÉtudiantsfr
dc.audienceDoctorantsfr
dc.audiencePsychologues de l'éducationfr
dc.audience.peerreview1fr
dc.contributor.authorLarose, Simon
dc.contributor.authorGuay, Frédéric
dc.contributor.authorVallerand, Robert J.
dc.contributor.authorSénécal, Caroline
dc.contributor.authorRatelle, Catherine
dc.date.accessioned2017-05-09T18:08:46Z
dc.date.available9999-12-31
dc.date.issued2007-11-01
dc.description.abstractThe authors investigated students' profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation but low levels of amotivation, and (c) students with moderate levels of both autonomous and controlled motivations but low levels of amotivation. These first 2 studies revealed that students in the high autonomous/high controlled group reported the highest degree of academic adjustment. Study 3 performed on college students revealed 3 profiles: (a) students with high levels of autonomous motivations but low levels of both controlled motivation and amotivation, (b) students with high levels of both autonomous and controlled motivation but low levels of amotivation, and (c) students with low to moderate levels of the various motivational components. Study 3 indicated that students in the autonomous group were more persistent than students in the other groups. Results are discussed in light of self-determination theory (E. L. Deci & R. M. Ryan, 1985).fr
dc.identifier.doi10.1037/0022-0663.99.4.734fr
dc.identifier.issn0022-0663fr
dc.identifier.urihttp://hdl.handle.net/20.500.11794/13957
dc.languageengfr
dc.relation.isbasedon10.1037/0022-0663.99.4.734fr
dc.rightshttp://purl.org/coar/access_right/c_16ec
dc.subjectAcademic motivationfr
dc.subjectSelf-determinationfr
dc.subjectCollege studentsfr
dc.subjectHigh school studentsfr
dc.subject.rvmMotivation en éducationfr
dc.subject.rvmÉtudiants -- Psychologiefr
dc.subject.rvmMotivation d'accomplissementfr
dc.subject.rvmÉlèves du secondaire -- Psychologiefr
dc.titleAutonomous, controlled, and amotivated types of academic motivation : a person-oriented analysis.fr
dc.typearticle de recherche
dc.type.legacyCOAR1_1::Texte::Périodique::Revue::Contribution à un journal::Article::Article de recherchefr
dcterms.bibliographicCitationJournal of educational psychology, Vol. 99 (4), 734–746 (2007)fr
dspace.accessstatus.time2023-03-28 18:00:39
dspace.entity.typePublication
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relation.isAuthorOfPublication527f8560-200d-40ce-9781-b1ca649df34e
relation.isAuthorOfPublication99661613-34b3-4bf2-8748-026f7bed1dd5
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relation.isResourceTypeOfPublication4c433ef5-3937-4530-8252-cca17d715747
relation.isResourceTypeOfPublication.latestForDiscovery4c433ef5-3937-4530-8252-cca17d715747
rioxxterms.project.funder-nameCanada Research Chairsfr
rioxxterms.versionVoRfr
rioxxterms.version-of-recordhttps://doi.org/10.1037/0022-0663.99.4.734fr
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