Browsing by Subject "Need frustration"
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Item Open Access Self-determined motivation and academic buoyancy as predictors of achievement in normative settings(The British Psychological Society, 2020) Aydın, Görkem; Michou, AikateriniBackground Academic buoyancy (Martin & Marsh, 2006, Oxford Review of Education, 35, 353; 2008, Journal of School Psychology, 46, 53) is students’ competence to respond effectively to academic daily setbacks and is considered an optimal characteristic of students’ functioning related to achievement. From the self‐determination theory perspective (Ryan & Deci, 2017, American Psychologist, 55, 68), satisfaction of the need for autonomy, competence, and relatedness and autonomous forms of motivation relate to students’ optimal functioning in schooling. Aims We investigated (1) whether students’ end‐of‐course (T2) academic buoyancy in the normative environment of English preparatory programmes (EPP) is predicted by their beginning‐of‐course (T1) need satisfaction or frustration and autonomous or controlled motivation (i.e., high or low self‐determined motivation), and (2) whether students’ T2 academic buoyancy mediates the relation between students’ T1 self‐determined motivation and final (T3) academic achievement. Sample In T1 and T2, 267 students (Mage = 19.11, SD = 1.28) attending three EPPs in Ankara, Turkey, participated in the study. Method A prospective design was used, data were collected through self‐reports, and SEM was conducted to test the hypotheses. Results Students’ T1 need frustration negatively predicted T1 autonomous motivation and positively predicted T1 controlled motivation, which (respectively) positively and negatively predicted T2 academic buoyancy. T1 need satisfaction related positively to T2 academic buoyancy. Finally, T2 academic buoyancy mediated the relation between students’ need satisfaction and final achievement while controlled motivation was also negatively related to final achievement. Conclusion Students’ high need satisfaction and low need frustration as well as high autonomous and low controlled motivation could support students’ buoyancy and achievement in the normative settings of EPP.Item Open Access Student need satisfaction and learning strategies: the relation to mastery goals and underlying reasons(Bilkent University, 2016-06) Değirmen, BurçinThis study investigated if students’ need satisfaction and frustration are related to their learning strategies through mastery-approach goals (MAp; the goal to learn as much as possible) and mastery-avoidance goals (MAv; the goal to avoid learning less than it is possible). Furthermore, the study investigated if the autonomous and controlling reasons underlying these goals are related to their needs satisfaction or frustration. To address the questions for this research, two studies were conducted through two different research designs: a correlational cross-sectional study followed by a correlational short-term longitudinal investigation. The correlational cross-sectional was conducted with 226 students who participated voluntarily. They were from different departments of a foundation university in Ankara, Turkey. The correlational short-term longitudinal study was conducted with 331 students from the English Language Preparatory Program of the same university. In both studies, same survey was administered to assess the mediating role of autonomous and controlling reasons underlying the pursuit of MAp and MAv goals between students’ perceived need satisfaction and learning strategies. The results of the path analysis showed that students’ perceived need satisfaction was positively related to MAp and MAv goals, particularly to the autonomous reasons underlying these goals. Also, when students adopt MAp or MAv goal for controlling reasons, students’ need frustration is high. Additionally, MAp goals and autonomous reasons underlying MAp goals are stronger positive predictors of students’ learning strategies than the MAv goals and their underlying autonomous reasons. Finally, suggestions for further research and implications of the results for education and teaching practices are discussed.