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Browsing Education by Subject "Adolescents"

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    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, Servet
    Can 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.
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    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.
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    Social achievement goals, needs satisfaction, and coping among adolescents
    (Pergamon Press, 2016) Michou, A.; Mouratidis, A.; Ersoy E.; Uğur, H.
    In a sample of Turkish adolescents (N = 1614), we investigated whether pursuing social demonstration-approach goals (to attain popularity), next to social development goals (to cultivate meaningful relationships), explains differences in need satisfaction and frustration and coping. Cluster analysis showed that students who favored social development over social demonstration-approach goals reported less need frustration and defensive coping than students who favored both goals. These results were replicated with a prospective analysis with part of the initial sample (N = 425) as students who endorsed both goals reported more defensive coping five months later than students who mainly favored social development goals over social demonstration-approach goals. © 2016 Elsevier Ltd.