Browsing by Subject "Controlled motivation"

Now showing 1 - 4 of 4

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
Peer- relatedness in elementary EFL classes: its relation to student motivation and academic engagement
(2020-12) Vaezi, Kimiya
This study investigated first and second grade students’ peer-relatedness, quality of L2 motivation, and their agentic and behavioral engagement in Turkish EFL classrooms. Students’ sense of relatedness was measured through the Relatedness to Social Partner Questionnaire (Furrer & Skinner, 2003), which was presented orally to students. Students’ quality of motivation was assessed with a Thematic Apperception Test-Like (TAT-Like) projective measure (Katz, Assor, & Kanat-Maymon, 2008) in one on one interviews with students. Their agentic and behavioral engagement were measured through a short survey adapted from the Behavioral Engagement Questionnaire (Skinner, Wellborn, & Connell, 1990), which was filled by EFL teachers. Therefore, a mixed method and corss-informant assessment was adopted. The sample included 62 first and second grade students along with eight EFL teachers from five private schools in Ankara, Turkey. Students participated from 10 different EFL classrooms. Logistic regression analysis showed that these students’ sense of peer relatedness was positively and significantly related to their autonomous motivation in EFL lessons. There was not any significant relation among students’ sense of peer relatedness and their agentic and behavioral engagement. Similarly, no significant relation was found among students’ quality of L2 motivation and their agentic and behavioral engagement. Supplementary analyses (non-parametric 2-independent Mann Whitney U Tests) showed that students with only autonomous motivation do not differ from students with only controlled motivation in their agentic and behavioral engagement. The findings of the study underscore the importance of the social environment in the elementary EFL classroom for young students’ quality of motivation.
Open Access
The role of quality of motivation and mindset on teaching style in English language instructors
(2023-05) Akay, Vahide Teke
The present experimental study tested whether inducing English language instructors’ autonomous or controlled motivation and their fixed or growth mindset about teaching ability influence their autonomy-supportive versus controlling teaching style. A hundred and fifty-six English language instructors working at the preparatory programs of state and non-profit foundation universities in Turkey participated in the study. The results of t-tests showed that participants in the autonomous motivation and growth mindset conditions endorsed their conditions to a larger extent than the teachers in controlled motivation and fixed mindset conditions. However, Factorial ANOVA indicated that neither the main effect of each condition nor the interaction of the conditions predicted the participant English language instructors’ autonomy-supportive or controlling teaching style. Furthermore, supplementary analyses revealed that teachers from non-profit foundation universities and younger teachers reported higher autonomy-supportive teaching style than teachers from state universities and older teachers. The findings are discussed in terms of their methodological and educational implications.
Open Access
Teacher and student interest, quality of motivation and engagement in content-based EAP classes
(2020-06) Doğdu, Ecem Merve
The present study sought to investigate if there was a relation among ENG 101/ 102 instructors’ and students’ interest, quality of motivation (i.e., autonomous versus controlled motivation) and students’ engagement in content-based EAP classes. The study was carried out at an English-speaking private university located in Ankara. The participants of the study were 52 freshmen (51% female, 49% male; Mean age = 19.59, SD = 0.5) taking ENG 101 and 102 classes which are compulsory English and essay composition courses. The results of the hierarchical regression analyses demonstrated that students’ interest in the theme of their ENG 101/102 classes was a significant and positive predictor for students’ autonomous motivation as well as their agentic and behavioral engagement. Furthermore, instructors’ perceived quality of motivation in teaching the content of ENG 101/102 classes was significantly and positively linked to students ‘quality of motivation. On the other hand, while instructors’ and students’ interest and enthusiasm in the themes of ENG 101/102 classes were significant and positive predictors of students’ agentic engagement, students’ behavioral engagement was only predicted by autonomous student motivation and student interest in the themes of their class. The implications for practice were provided in the light of the findings.