Academic self-concept, autonomous academic motivation, and academic achievement : mediating and additive effects
Authors: | Guay, Frédéric; Ratelle, Catherine; Roy, Amélie; Litalien, David |
Abstract: | Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 high school students (404 boys and 521 girls) were asked to complete a questionnaire on two occasions separated by a year interval. Results from SEM analyses provided good support for the hypothesized model positing that autonomous academic motivation mediates the academic self-concept–academic achievement relation. Results are discussed in light of self-determination theory and self-concept theory. |
Document Type: | Article de recherche |
Issue Date: | 31 August 2010 |
Open Access Date: | 28 April 2017 |
Document version: | AM |
Permalink: | http://hdl.handle.net/20.500.11794/13847 |
This document was published in: | Learning and individual differences, Vol. 20, 664-653 (2010) https://doi.org/10.1016/j.lindif.2010.08.001 |
Alternative version: | 10.1016/j.lindif.2010.08.001 |
Collection: | Articles publiés dans des revues avec comité de lecture |
Files in this item:
Description | Size | Format | ||
---|---|---|---|---|
Guay-Ratelle-Roy-Litalien-2010.pdf | 398.36 kB | Adobe PDF | ![]() View/Open | |
Academic self-concept, autonomous academic motivation, and academic achievement - mediating and additive effects.pdf | Version of Record | 612.92 kB | Adobe PDF | Request a copy |
All documents in CorpusUL are protected by Copyright Act of Canada.