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

Auteur(s): Guay, FrédéricRatelle, CatherineRoy, AmélieLitalien, David
Résumé: 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.
Type de document: Article de recherche
Date de publication: 31 août 2010
Date de la mise en libre accès: 28 avril 2017
Version du document: AM
Lien permanent: http://hdl.handle.net/20.500.11794/13847
Ce document a été publié dans: Learning and individual differences, Vol. 20, 664-653 (2010)
https://doi.org/10.1016/j.lindif.2010.08.001
Autre version disponible: 10.1016/j.lindif.2010.08.001
Collection :Articles publiés dans des revues avec comité de lecture

Tous les documents dans CorpusUL sont protégés par la Loi sur le droit d'auteur du Canada.