Are autonomous and controlled motivations school-subjects-specific?
|Authors:||Chanal, Julien; Guay, Frédéric|
|Abstract:||This research sought to test whether autonomous and controlled motivations are specific to school subjects or more general to the school context. In two cross-sectional studies, 252 elementary school children (43.7% male; mean age = 10.7 years, SD = 1.3 years) and 334 junior high school children (49.7% male, mean age = 14.07 years, SD = 1.01 years) were administered a questionnaire assessing their motivation for various school subjects. Results based on structural equation modeling using the correlated trait-correlated method minus one model (CTCM-1) showed that autonomous and controlled motivations assessed at the school subject level are not equally school-subject-specific. We found larger specificity effects for autonomous (intrinsic and identified) than for controlled (introjected and external) motivation. In both studies, results of factor loadings and the correlations with self-concept and achievement demonstrated that more evidence of specificity was obtained for autonomous regulations than for controlled ones. These findings suggest a new understanding of the hierarchical and multidimensional academic structure of autonomous and controlled motivations and of the mechanisms involved in the development of types of regulations for school subjects.|
|Document Type:||Article de recherche|
|Issue Date:||6 August 2015|
|Open Access Date:||21 April 2017|
|This document was published in:||PLoS One, Vol. 10 (8), e0134660 (2015)|
Public Library of Science
|Collection:||Articles publiés dans des revues avec comité de lecture|
Files in this item:
|Are Autonomous and Controlled Motivations School-Subjects-Specific.pdf||724.96 kB||Adobe PDF||View/Open|
All documents in CorpusUL are protected by Copyright Act of Canada.