Browsing by Author "Vansteenkiste, M."

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Open Access
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
(Routledge, 2018) Mouratidis, A.; Michou, A.; Aelterman, N.; Haerens, L.; Vansteenkiste, M.
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.
Open Access
Enriching the hierarchical model of achievement motivation: autonomous and controlling reasons underlying achievement goals
(John Wiley and Sons Ltd., 2014) Michou, A.; Vansteenkiste, M.; Mouratidis, A.; Lens W.
Background: The hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes. Aims: We tested whether mastery approach, performance approach, and performance avoidance goals and their underlying autonomous and controlling reasons would jointly explain the relation between achievement motives (i.e., fear of failure and need for achievement) and learning strategies (Study 1). Additionally, we examined whether the autonomous and controlling reasons underlying learners' dominant achievement goal would account for the link between achievement motives and the educational outcomes of learning strategies and cheating (Study 2). Sample: Six hundred and six Greek adolescent students (Mage = 15.05, SD = 1.43) and 435 university students (Mage M = 20.51, SD = 2.80) participated in studies 1 and 2, respectively. Method: In both studies, a correlational design was used and the hypotheses were tested via path modelling. Results: Autonomous and controlling reasons underlying the pursuit of achievement goals mediated, respectively, the relation of need for achievement and fear of failure to aspects of learning outcomes. Conclusion: Autonomous and controlling reasons underlying achievement goals could further explain learners' functioning in achievement settings.
Open Access
A global experiment on motivating social distancing during the COVID-19 pandemic
(National Academy of Sciences, 2022-05-27) Legate, N.; Nguyen, T.; Weinstein, N.; Moller, A.; Legault, L.; Vally, Z.; Tajchman, Z.; Zsido, A. N.; Zrimsek, M.; Chen, Z.; Ziano, I.; Gialitaki, Z.; Basnight-Brown, D. M.; Ceary, C. D.; Jang, Y.; Ijzerman, H.; Lin, Y.; Kunisato, Y.; Yamada, Y.; Xiao, Q.; Jiang, X.; Du, X.; Yao, E.; Ryan, W. S.; Wilson, J. P.; Cyrus-Lai, W.; Jimenez-Leal, W.; Law, W.; Unanue, W.; Collins, W. M.; Richard, K. L.; Vranka, M.; Ankushev, V.; Schei, V.; Lerche, V.; Kovic, V.; Krizanic, V.; Kadreva, V. H.; Adoric, V. C.; Tran, U. S.; Yeung, S. K.; Hassan, W.; Houston, R.; Urry, H. L.; Machin, M. A.; Lima, T. J. S.; Ostermann, T.; Frizzo, T.; Sverdrup, T. E.; House, T.; Gill, T.; Fedetov, M.; Paltrow, T.; Moshontz, H.; Jernsäther, T.; Rahman, T.; Machin, T.; Koptjevskaja-Tamm, M.; Hostler, T. J.; Ishii, T.; Szazsi, B.; Adamus, S.; Suter, L.; Von Bormann, S. M.; Habib, S.; Studzinska, A.; Stojanovska, D.; Jansenn, S. M. J.; Stieger, S.; Primbs, M. A.; Schulenberg, S. E.; Buchanan, E. M.; Tatachari, S.; Azouaghe, S.; Sorokowski, P.; Sorokowska, A.; Song, X.; Morbée, S.; Lewis, S.; Sinkolova, S.; Grigoryev, D.; Drexler, S. M.; Daches, S.; Levine, S. L.; Geniole, S. N.; Akter, S.; Vracar, S.; Massoni, S.; Costa, S.; Zorjan, S.; Sarioguz, E.; Izquierdo, S. M.; Tshonda, S. S.; Miller, J. K.; Alves, S. G.; Pöntinen, S.; Solas, S. A.; Ordoñez-Riaño, S.; Ocovaj, S. B.; Onie, S.; Lins, S.; Biberauer, T.; Çoksan, S.; Khumkom, S.; Sacakli, A.; Coles, N. A.; Ruiz-Fernández, S.; Geiger, S. J.; FatahModares, S.; Walczak, R. B.; Betlehem, R.; Vilar, R.; Cárcamo, R. A.; Ross, R. M.; McCarthy, R.; Ballantyne, T.; Westgate, E. C.; Ryan, R. M.; Gargurevich, R.; Afhami, R.; Ren, D.; Monteiro, R. P.; Reips, U.; Reggev, N.; Calin-Jageman, R. J.; Pourafshari, R.; Oliveira, R.; Nedelcheva-Datsova, M.; Rahal, R.; Ribeiro, R. R.; Radtke, T.; Searston, R.; Jai-Ai, R.; Habte, R.; Zdybek, P.; Chen, S; Wajanatinapart, P.; Maturan, P. L. G.; Perillo, J. T.; Isager, P. M.; Kacmár, P.; Macapagal, P. M.; Maniaci, M. R.; Szwed, P.; Hanel, P. H. P.; Forbes, P. A. G.; Arriaga, P.; Paris, B.; Parashar, N.; Papachristopoulos, K.; Chartier, C. R.; Correa, P. S.; Kácha, O.; Bernardo, M.; Campos, O.; Bravo, O. N.; Mallik, P. R.; Gallindo-Caballero, O. J.; Ogbonnaya, C. E.; Bialobrzeska, O.; Kiselnikova, N.; Simonovic, N.; Cohen, N.; Nock, N. L.; Hernandez, A.; Thogersen-Ntoumani, C.; Ntoumanis, N.; Johannes, N.; Albayrak-Aydemir, N.; Say, N.; Neubauer, A. B.; Martin, N. I.; Torunsky, N.; Van Antwerpen, N.; Van Doren, N.; Sunami, N.; Rachev, N. R.; Majeed, N. M.; Schmidt, N.; Nadif, K.; Forscher, P. S.; Corral-Frias, N. S.; Ouherrou, N.; Abbas, N.; Pantazi, M.; Lucas, M. Y.; Vasilev, M. R.; Ortiz, M. V.; Butt, M. M.; Kurfali, M.; Kabir, M.; Muda, R.; Del Carmen M. C. Tejada Rivera, M.; Sirota, M.; Seehuus, M.; Parzuchowski, M.; Toro, M.; Hricova, M.; Maldonado, M. A.; Arvanitis, A.; Rentzelas, P.; Vansteenkiste, M.; Metz, M. A.; Marszalek, M.; Karekla, M.; Mioni, G.; Bosma, M. J.; Westerlund, M.; Vdovic, M.; Bialek, M.; Silan, M. A.; Anne, M.; Misiak, M.; Gugliandolo, M. C.; Grinberg, M.; Capizzi, M.; Espinoza Barria, M. F.; Kurfali, Merve A.; Mensink, M. C.; Harutyunyan, M.; Khosla, M.; Dunn, M. R.; Korbmacher, M.; Adamkovic, M.; Ribeiro, M. F. F.; Terskova, M.; Hruška, M.; Martoncik, M.; Voracek, M.; Cadek, M.; Frias-Armenta, M.; Kowal, M.; Topor, M.; Roczniewska, M.; Oosterlinck, M.; Thomas, A. G.; Kohlová, M. B.; Paruzel-Czachura, M.; Sabristov, M.; Greenburgh, A.; Romanova, M.; Papadatou-Pastou, M.; Lund, M. L.; Antoniadi, M.; Magrin, M. E.; Jones, M. V.; Li, M.; Ortiz, M. S.; Manavalan, M.; Muminov, A.; Stoyanova, A.; Kossowska, M.; Friedemann, M.; Wielgus, M.; Van Hooff, M. L. M; Varella, M. A. C.; Standage, M.; Nicolotti, M.; Coloff, M. F.; Bradford, M.; Vaughn, L. A.; Eudave, L.; Vieira, L.; Lu, J. G.; Pineda, L. M. S.; Matos, L.; Pérez, L. C.; Lazarevic, L. B.; Jaremka, L. M.; Smit, E. S.; Kushnir, E.; Wichman, A. L.; Ferguson, L. J.; Anton-Boicuk, L.; De Holanda Coelho, G. L.; Ahlgren, L.; Liga, F.; Levitan, C. A.; Micheli, L.; Gunton, L.; Volz, L.; Stojanovska, M.; Boucher, L.; Samojlenko, L.; Delgado, L. G. J.; Kaliska, L.; Beatrix, L.; Warmelink, L.; Rojas-Berscia, L. M.; Yu, K.; Wylie, K.; Wachowicz, J.; Charyate, A. C.; Desai, K.; Barzykowski, K.; Kozma, L.; Evans, K.; Kirgizova, K.; Belaus, A.; Emmanuel Agesin, B. B.; Koehn, M. A.; Wolfe, K.; Korobova, T.; Morris, K.; Klevjer, K.; Van Schie, K.; Vezirian, K.; Damnjanovic, K.; Thommesen, K. K.; Schmidt, K.; Filip, K.; Staniaszek, K.; Adetula, A.; Grzech, K.; Hoyer, K.; Moon, K.; Khaobunmasiri, S.; Rana, K.; Janjic, K.; Suchow, J. W.; Kielinska, J.; Cruz Vásquez, J. E.; Chanal, J.; Beitner, J.; Vargas-Nieto, J. C.; Roxas, J. C. T.; Taber, J.; Urriago-Rayo, J.; Askelund, A. D.; Pavlacic, J. M.; Benka, J.; Bavolar, J.; Soto, J. A.; Olofsson, J. K.; Vilsmeier, J. K.; Messerschmidt, J.; Czamanski-Cohen, J.; Waterschoot, J.; Moss, J. D.; Boudesseul, J.; Lee, J. M.; Kamburidis, J.; Joy-Gaba, J. A.; Zickfeld, J.; Miranda, J. F.; Verharen, J. P. H.; Hristova, E.; Beshears, J. E.; Djordjevic, J. M.; Bosch, J.; Valentova, J. V.; Antfolk, J.; Berkessel, J. B.; Schrötter, J.; Urban, J.; Röer, J. P.; Norton, J. O.; Silva, J. R.; Pickerin, J. S.; Vintr, J.; Uttly, J.; Kunst, J. R.; Ndukaihe, I. L. G.; Iyer, A.; Vilares, I.; Ivanov, A.; Ropovik, I.; Sula, I.; Groyecka-Bernard, A.; Sarieva, I.; Metin-Orta, I.; Prusova, I.; Pinto, I.; Bozdoc, A. I.; Almeida, I. A. T.; Pit, I. L.; Dalgar, I.; Zakharov, I.; Arinze, A. I.; Ihaya, K.; Stephen, I. D.; Gjoneska, B.; Brohmer, H.; Flowe, H.; Godbersen, H.; Kocalar, H. E.; Hedgebeth, M. V.; Chuan-Peng, H.; Sharifian, M.; Manley, H.; Akkas, H.; Hajdu, N.; Azab, H.; Kaminski, G.; Nilsonne, G.; Anjum, G.; Travaglino, G. A.; Feldman, G.; Pfuhl, G.; Czarnek, G.; Marcu, G. M.; Hofer, G.; Banik, G.; Adetula, G. A.; Bijlstra, G.; Verbruggen, F.; Kung, F. Y. H.; Martela, F.; Foroni, F.; Forest, J.; Singer, G.; Muchembled, F.; Azevedo, F.; Mosannenzadeh, F.; Marinova, E.; Strukelj, E.; Etebari, Z.; Bradshaw, E. L.; Baskin, E.; Garcia, E. O. L.; Musser, E.; Van Steenkiste, I. M. M.; Ahn, E. R.; Quested, E.; Pronizius, E.; Jackson, E. A.; Manunta, E.; Agadullina, E.; Sakan, D.; Dursun, P.; Dujols, O.; Dubrov, D.; Willis, M.; Tümer, M.; Beaudry, J. L.; Popovic, D.; Dunleavy, D.; Djamal, I.; Krupic, D.; Herrera, D.; Vega, D.; Du, H.; Mola, D.; Chakarova, D.; Davis, W. E.; Holford, D. L.; Lewis, D. M. G.; Vaidis, D. C.; Ozery, D. H.; Ricaurte, D. Z.; Storage, D.; Sousa, D.; Alvarez, D. S.; Boller, D.; Rosa, A. D.; Dimova, D.; Krupic, D.; Marko, D.; Moreau, D.; Reeck, C.; Correia, R. C.; Whitt, C. M.; Lamm, C.; Solorzano, C. S.; Von Bastian, C. C.; Sutherland, C. A. M.; Ebersole, C. R.; Overkott, C.; Aberson, C. L.; Wang, C.; Niemiec, C. P.; Karashiali, C.; Noone, C.; Chiu, F.; Picchiocchi, C.; Brownlow, C.; Karaarslan, C.; Cellini, N.; Esteban-Serna, C.; Reyna, C.; Ferreyra, C.; Batres, C.; Li, R.; Grano, C.; Carpentier, J.; Tamnes, C. K.; Fu, C. H. Y.; Ishkhanyan, B.; Bylinina, L.; Jaeger, B.; Bundt, C.; Allred, T. B.; Vermote, B. J.; Bokkour, A.; Bogatyreva, N.; Shi, J.; Chopik, W. J.; Antazo, B.; Behzadnia, B.; Becker, M.; Bayyat, M. M.; Cocco, B.; Ahmed, A.; Chou, W.; Barkoukis, V.; Hubena, B.; Khaoudi, A.; Žuro, B.; Aczel, B.; Baklanova, E.; Bai, H.; Balci, B. B.; Babincák, P.; Soenens, B.; Dixson, B. J. W.; Mokady, A.; Kappes, H. B.; Atari, M.; Szala, A.; Szabelska, A.; Aruta, J. J. B.; Domurat, A.; Arinze, N. C.; Modena, A.; Adiguzel, A.; Monajem, A.; Ait El Arabi, K.; Özdogru, A. A.; Rothbaum, A. O.; Torres, A. O.; Theodoropoulou, A.; Skowronek, A.; Urooj, A.; Jurkovic, A. P.; Singh, A.; Kassianos, A. P.; Findor, A.; Hartanto, A.; Landry, A. T.; Ferreira, A.; Santos, A. C.; De La Rosa-Gomez, A.; Gourdon-Kanhukamwe, A.; Luxon, A. M.; Todsen, A. L.; Karababa, A.; Janak, A.; Pilato, A.; Bran, A.; Tullett, A. M.; Kuzminska, A. O.; Krafnik, A. J.; Massey, D.
Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This crosscountry, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one's core values) or behavioral intentions. Results supported hypothesized associations between people's existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges.
Open Access
Perceived structure and achievement goals as predictors of student' self-regulated learning and affect and the mediating role of competence need satisfaction
(Elsevier, 2013-02) Mouratidis, A.; Vansteenkiste, M.; Michou, A.; Lens, W.
We investigated the extent to which perceived structure and personal achievement goals could explain students' effective learning strategies and affect-related experiences in a sample of Greek adolescent students (N=606; 45.4% males; mean age: M=15.05, SD=1.43). Having controlled for students' social desirability responses, we used multilevel analyses, and found that between-student (i.e., within class) differences in perceived structure related positively to learning strategies and positive affect and negatively to negative affect, with the relations being partially mediated by competence need satisfaction. In addition, we found between-student differences in the relations of mastery-approach, performance-approach, and performanceavoidance goals to the learning-strategy and affect outcomes. Moreover, at the between-class level, perceived structure related positively to learning strategies and positive affect, and negatively to depressive feelings. Finally, an interesting cross-level interaction between perceived structure and performance-avoidance goals for negative affect revealed that well-structured classrooms attenuated the positive, harmful relation between performance-avoidance goals and negative affect. These findings indicate the key role of structure and the endorsement of mastery-approach goals in the classroom.
Open Access
Personal and contextual antecedents of achievement goals: their direct and indirect relations to students' learning strategies
(Elsevier, 2013-02) Michou, A.; Mouratidis, A.; Lens, W.; Vansteenkiste, M.
In this correlational research, we investigated to what extent achievement goals, in conjunction with need for achievement and fear of failure as well as perceived classroom goal structures, are related to learning strategies among upper elementary school students. After taking into account students' tendency to respond in a socially desirable way, we found, through path analysis, that mastery-approach goals partially mediated the relation of need for achievement and perceived mastery goal structures to learning strategies. These findings are discussed within the hierarchical model framework proposed by Elliot (1999). They suggest that the simultaneous examination of personal and contextual antecedents of achievement goals can enhance our understanding of the processes underlying achievement motivation and its outcomes.
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, Athanasios
In 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.
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.
Open Access
Under pressure to achieve? the impact of type and style of task instructions on student cheating
(Frontiers Media S. A., 2019) Pulfrey, C. J.; Vansteenkiste, M.; Michou, Aikaterina
Combining principles of Achievement Goal Theory, which maintains that performance goals play a key role in individuals’ likelihood of cheating, and Self-Determination Theory, which highlights the importance of autonomy support and autonomous motivation underlying achievement goals, we examined whether the combination of experimentally inducing a mastery-approach (relative to performance-approach) goal with an autonomy-supportive manner (instead of controlling) may attenuate cheating. In two experiments carried out with university students, one classroom based (N = 164) and one laboratory (N = 160), we manipulated the type of induced goal (performance- vs. mastery-approach) and style of introducing the goal (i.e., controlling vs. autonomy-supportive) by taking also into consideration participants’ values. We hypothesized that the least behaviorally observed cheating would occur in a context promoting mastery-approach goals in an autonomy-supportive way and among individuals low in self-enhancement value adherence. The dependent variables in both studies consisted of two set of exercises, both including questions that could only be solved by cheating. Results of Poisson regression analyses revealed that in both studies the least cheating in the first set of exercises occurred in the autonomy-supportive/mastery-approach condition, indicating that this induced goal complex has the greatest potential to restrain academic dishonesty in the short-term. Interaction effects with self-enhancement value adherence revealed that the cheating inhibitory effects of this induced goal complex was less effective for those who value power and achievement.
Open Access
Within-person configurations and temporal relations of personal and perceived parent-promoted life goals to school correlates among adolescents
(American Psychological Association, 2013-08) Mouratidis, A.; Vansteenkiste, M.; Lens, W.; Michou, A.; Soenens, B.
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.