Evidence of a continuum structure of academic self-determination : a two-study test using a bifactor-ESEM representation of academic motivation
Authors: | Litalien, David; Morin, Alexandre J. S.; Gagné, Marylène; Vallerand, Robert J.; Losier, Gaëtan; Ryan, Richard M. |
Abstract: | Self-determination theory postulates various types of motivation can be placed on a continuum according to their level of relative autonomy, or self-determination. We analyze this question through the application of a bifactor-ESEM framework to the Academic Motivation Scale, completed by undergraduate (N = 547; Study 1) and graduate (N = 571; Study 2) students. In both studies, the results showed that bifactor-ESEM was well-suited to modeling the continuum of academic motivation, and provided a simultaneous assessment of the global level of self-determination and of the specific motivation factors. Global academic self-determination positively predicted satisfaction with studies and vitality. It also negatively predicted dropout intentions and ill-being. Specific motivation types additionally predicted outcomes over and above the global factor |
Document Type: | Article de recherche |
Issue Date: | 1 July 2017 |
Open Access Date: | 1 July 2019 |
Document version: | AM |
Permalink: | http://hdl.handle.net/20.500.11794/14642 |
This document was published in: | Contemporary educational psychology, Vol. 51, 67–82 (October 2017) https://doi.org/10.1016/j.cedpsych.2017.06.010 Academic Press |
Alternative version: | 10.1016/j.cedpsych.2017.06.010 |
Collection: | Articles publiés dans des revues avec comité de lecture |
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