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      • Department of Psychology
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      Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: the mediating role of autonomous and controlled motivation

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      Author(s)
      Mouratidis, A.
      Michou, A.
      Aelterman, N.
      Haerens, L.
      Vansteenkiste, M.
      Date
      2018
      Source Title
      Educational Psychology
      Print ISSN
      1443410
      Publisher
      Routledge
      Pages
      435 - 450
      Language
      English
      Type
      Article
      Item Usage Stats
      149
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      393
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      Abstract
      In this prospective study, we recruited a sample of Belgian adolescents (N = 886) to investigate to what extent perceived teachers’ motivating style relates to quality of motivation in the beginning of the school year and, in turn, changes in study effort and procrastination by the end of the school year. After controlling for initial levels of study effort and procrastination and for a shared variance due to classroom membership, we found, through path analysis, perceived autonomy support and structure to relate positively to autonomous motivation, which in turn predicted increased study effort and decreased procrastination at the end of the school year. The findings are discussed from a theoretical and practical standpoint.
      Keywords
      Adolescence
      Learning environment
      Learning strategies
      Path analysis
      Self - determination
      Permalink
      http://hdl.handle.net/11693/36465
      Published Version (Please cite this version)
      http://dx.doi.org/10.1080/01443410.2017.1402863
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      • Department of Psychology 191
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