Academic self-concept, autonomous academic motivation, and academic achievement : mediating and additive effects

Authors: Guay, FrédéricRatelle, CatherineRoy, AmélieLitalien, 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
This document was published in: Learning and individual differences, Vol. 20, 664-653 (2010)
Alternative version: 10.1016/j.lindif.2010.08.001
Collection:Articles publiés dans des revues avec comité de lecture

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