Browsing by Author "Mouratidis, Athanasios"
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Item Open Access It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades(Elsevier, 2020-12-07) Mouratidis, Athanasios; Michou, Aikaterini; Sayil, M.; Altan, ServetCan controlled motivation contribute to desired educational outcomes such as academic achievement over and above autonomous motivation? No, According to Self-Determination Theory. Yet, some recent findings have shown that controlled motivation may not fully undermine motivated behavior when autonomous motivation remains high. In this study, we tested this possibility through two different samples of more than 3000 Turkish adolescent students. Through polynomial regression and response surface analyses we found only slim evidence that high controlled motivation can predict higher grades. Instead, a consistent finding that emerged was that higher grades were expected when high levels of autonomous motivation coincided with low levels of controlled motivation rather than high levels of controlled motivation. These findings highlight the usefulness of polynomial regressions and response surface analyses to examine pertinent questions which challenge the view that controlled motivation may not be as much detrimental as self-determination theory claims to be.Item Open Access Need satisfaction as a mediator of associations between interparental relationship dimensions and autonomy supportive parenting: A weekly diary study(Willey, 2020-02-08) Koçak, A.; Mouratidis, Athanasios; Uçanok, Z.; Selçuk, E.; Davies, P. T.Guided by the self‐determination theory, this weekly diary study tested a process model in which week‐to‐week mother‐reported interparental conflict and perceived partner responsiveness were associated with maternal autonomy support by means of maternal psychological need satisfaction. During six consecutive weeks, 258 mothers (Mage = 41.71 years) and their 157 adolescents (51.4% females, Mage = 14.92 years) from Turkey provided weekly reports of the study variables via an online survey. Multilevel analyses showed that maternal need satisfaction was predicted by lower levels of interparental conflict and greater levels of perceived partner responsiveness. Maternal need satisfaction, in turn, was positively associated with maternal and adolescent reports of maternal autonomy support. Further, these week‐to‐week associations were partly moderated by maternal perfectionism. The results underscore the dynamic nature of the intra‐family relationships, the important role of particular conditions in which mothers may become more autonomy supportive, and the necessity to consider mother’s personal characteristics while examining these dynamics.Item Open Access No aspect of structure should be left behind inrelation to student autonomous motivation(John Wiley & Sons Ltd., 2022) Mouratidis, Athanasios; Michou, AikateriniBackground.Provision of structure in classroom settings constitutes one of the pillarsof conducive learning environments. However, little is known whether the particularelements of provided structure—namely, contingency, clear expectations, help andsupport, and monitoring—are equally important for student learning and motivation. Aims.In this cross-sectional study, we aimed to investigate to what extent students’autonomous motivation is linearly and curvilinearly related to their perceptions of theirteachers’ contingency, clear expectations, help and support, and monitoring. Sample.Participants were 12,036Turkish adolescent students (age range: 15–19 years;54.4% males) from 446 classes, nested into 24 public schools. Methods.Cross-sectional, based on student ratings of their self-determined motivationand their teacher structure provision and autonomy support. Results.Multilevel and ordinary least-squares polynomial regression analyses showedall the four perceived structure elements to predict autonomous motivation, withexpectations and contingency (especially when coupled with monitoring) being evenmore important predictors than the other elements. Response surface analyses alsoshowed strong positive relation between autonomous motivation and all the possiblepairs of the four elements of perceived structure along the line of congruence, suggestingan additive effect when teachers are thought to be contingent and helpful and supportive(or monitor their students, or clearly communicate their expectations).Conclusions.These findings imply the key role that teachers could play in enhancingtheir students’ autonomous motivation by providing all the elements of structure.Item Open Access Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation(Routledge, 2020-11-26) Leo, F. M.; Mouratidis, Athanasios; Pulido, J. J.; Lopez-Gajardo, M. A.; Sanchez-Oliva, D.Background: Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivation, and desired outcomes in the context of physical education, only few studies have tested so far the full sequence of relations within a single integrated model. Purpose: The main aim of this study was to test whether indeed needs satisfaction and in turn quality of motivation mediate the relations of need supportive learning environment to physical activity engagement and intentions. Method: Participants were 1120 Spanish students (49.9% males; Mage = 11.70 years; SD = 1.63; range = 10–17 years) from 30 classes out of 13 primary and secondary schools. Results: The multilevel path model showed a positive relation of perceived need-supportive teaching to physical activity engagement and intentions by means of needs satisfaction and autonomous motivation and a negative relation of perceived need-thwarting teaching to engagement and intentions by means of needs frustration and amotivation. Although controlled motivation was found to associate with need frustration and need-thwarting teaching it was not associated with engagement and intentions. Conclusion: the present findings suggest that the type of teaching style employed by the teachers is decisive to achieve positive consequences in physical education students.Item Open Access Procrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self-concept(John Wiley & Sons, Inc., 2021-04-15) Selçuk, Ş.; Koçak, A.; Mouratidis, Athanasios; Michou, Aikaterini; Sayıl, M.Do students procrastinate less when their parents psychologically press them to study? Or do they show procrastination when classroom environment lacks structure? In this study, we aimed to investigate to what extent perceived maternal psychological control and perceived classroom structure in math class relate to adolescents' academic procrastination in math via adolescents’ academic self-concept in math. Three hundred fifty-three adolescents (M age = 16.86 years, SD = 1.35) rated maternal psychological control, structure provided by their math teachers, their own academic self-concept in math, and academic procrastination in math. Results from structural equation model indicated that procrastination in math was positively predicted by achievement-oriented psychological control and negatively by perceived provision of structure by means of academic self-concept in math. Based on the current findings, we provided some suggestions for school counselors and other specialists.Item Open Access Study efforts, learning strategies and test anxiety when striving for language competence: the role of utility value, self-efficacy, and reasons for learning English(Routledge, 2020) Üner, Ayça; Mouratidis, Athanasios; Kalender, İlkerPrevious research has shown that utility value and expectancy for success, as well as the reasons for academic striving, could partly explain academic engagement. Yet, their joint role in predicting learning strategies and test anxiety has not been thoroughly understood, especially in contexts where pressure for success is high. We examined this issue in a sample of Turkish university students who were attending a language preparatory school (N = 1009; 53% males, Mage = 19.14 years; SD = 1.08) and were under the psychological pressure to pass their qualifying exams. Regression analyses showed that next to self-efficacy beliefs, it was intrinsic reasons which positively and consistently predicted learning strategies; in contrast, self-worth concerns positively predicted test anxiety. These relations emerged even among students who experienced failure and were thus psychologically pressed to succeed. Our findings suggest that intrinsic reasons for academic striving might play a decisive role even in psychologically pressuring contexts.Item Open Access Toward a better understanding of the reciprocal relations between adolescent psychological need experiences and sleep(SAGE Publications, 2020) Campbell, R.; Vansteenkiste, M.; Soenens, B.; Vandenkerckhove, B.; Mouratidis, AthanasiosIn two diary studies, we examined the reciprocal daily association between the satisfaction and frustration of adolescents’ basic psychological needs and sleep, and the role of stress and fatigue in these associations. In Study 1 (N = 211; 52% female; Mage = 15.86 years, SD = 1.18 years), daily need experiences were unrelated to daily fluctuations in subjective sleep outcomes. However, shorter daily sleep quantity was related to higher daily fatigue, which in turn related to more daily need frustration and less need satisfaction. Study 2 (N = 51; 49% female; Mage = 15.88 years, SD = 2.88 years) extended these findings by demonstrating that daily need frustration related to shorter objective sleep quantity and longer wake after sleep onset, indirectly through higher symptoms of stress. Poor sleep quality also related to worse need experiences via higher daily fatigue. These findings underscore the dynamic interplay between daily need experiences and adolescent sleep.Item Open Access Towards a detailed understanding of preschool children’s memory-related functioning and emotion regulation: the role of parents’ observed reminiscence style, memory valence, and parental gender(American Psychological Association Inc., 2020) Van Der Kaap-Deeder, J.; Soenens, B.; Mouratidis, Athanasios; De Pauw, S.; Krøjgaard, P.; Vansteenkiste, M.This study examined the role of parents’ reminiscing style in preschoolers’ memory-related functioning and general emotion regulation. In 87 families, each parent rated their child’s (Mage 4.07 years, SD 0.80) emotion regulation and discussed a positive and a negative memory with their child (resulting in 275 conversations). Multilevel analyses showed that children’s rated engagement during the conversation was higher when parents were observed to use autonomy-supportive, elaborative, and positive evaluative reminiscing, while children’s rated disaffection was predicted by low autonomy support, low elaboration, and negative evaluation. Parental positive evaluation also related positively to children’s memory performance. With respect to emotion regulation, only parents’ negative evaluation when talking about negative memories related to higher emotional lability.Item Open Access Understanding physical activity İntentions in physical education context: a multi-level analysis from the self-determination theory(MDPI AG, 2020) Sánchez-Oliva, D.; Mouratidis, Athanasios; Leo, F. M.; Chamorro, J. L.; Pulido, J. J.; García-Calvo, T.Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Participants were 1259 students (556 males) aged between 12 to 16 years (Mage = 13.46 years; SD = 0.74) from 77 PE classes. At the student level we found (a) need satisfaction to predict positively autonomous motivation and negatively amotivation, and (b) autonomous motivation to predict positively and amotivation to predict negatively intentions to undertake extracurricular physical activities. At the classroom level, in need-supportive classes males benefit more than females in terms of increased autonomous motivation while females benefit more than males in terms of decreased amotivation. Finally, class-level perceived need support moderated (i.e., attenuated) the negative association between need satisfaction and amotivation and between amotivation and intentions. These results suggest a buffering role that a need-supportive classroom environment may have on students’ motivation and behavior.