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      Within-person configurations and temporal relations of personal and perceived parent-promoted life goals to school correlates among adolescents

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      Author(s)
      Mouratidis, A.
      Vansteenkiste, M.
      Lens, W.
      Michou, A.
      Soenens, B.
      Date
      2013-08
      Source Title
      Journal of Educational Psychology
      Print ISSN
      0022-0663
      Publisher
      American Psychological Association
      Volume
      105
      Issue
      3
      Pages
      895 - 910
      Language
      English
      Type
      Article
      Item Usage Stats
      126
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      Abstract
      Grounded in self-determination theory, this longitudinal study examined the academic correlates of middle and high school students' (N = 923; 33.4% male) intrinsic and extrinsic aspirations (i.e., life goals) and the type of aspirations that they perceive their parents to promote to them. Person-centered analysis revealed 3 meaningful groups: a relatively high intrinsic aspiration group, a relatively moderate intrinsic aspiration group, and a relatively high-intrinsic and high-extrinsic aspiration group. Tukey post hoc comparisons indicated that students in the high intrinsic aspiration group scored higher on mastery-approach goals, effort regulation, and grades than students in the other 2 groups and lower on performance-approach goals and test anxiety than students in the high-high aspiration group. A match between learners' own aspiration profile and the perceived parent-promoted aspiration profile did not alter these between-group differences. Further, intrapersonal fluctuations of intrinsic aspirations covaried with mastery-approach goals over a 1-year time interval, while extrinsic aspirations covaried with performance-approach goals and test anxiety in the same period; none of these within-person associations were consistently moderated by between-student differences in perceived parental aspiration promotion. Instead, perceived parent-promoted intrinsic and extrinsic aspirations were, respectively, positive and negative predictors of between-student differences in positive school functioning. The present results highlight the importance of endorsing and promoting intrinsic aspirations for school adjustment. © 2013 American Psychological Association.
      Keywords
      Intrinsic and extrinsic aspirations
      Self-determination theory
      Achievement goals
      Motivation
      Parenting
      Permalink
      http://hdl.handle.net/11693/12704
      Published Version (Please cite this version)
      http://dx.doi.org/10.1037/a0032838
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