Browsing by Subject "Perceived structure"
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Item 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.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.