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

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dc.citation.epage450en_US
dc.citation.spage435en_US
dc.contributor.authorMouratidis, A.en_US
dc.contributor.authorMichou, A.en_US
dc.contributor.authorAelterman, N.en_US
dc.contributor.authorHaerens, L.en_US
dc.contributor.authorVansteenkiste, M.en_US
dc.date.accessioned2018-04-12T10:40:43Z
dc.date.available2018-04-12T10:40:43Z
dc.date.issued2018en_US
dc.departmentDepartment of Psychologyen_US
dc.description.abstractIn 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.en_US
dc.identifier.doi10.1080/01443410.2017.1402863en_US
dc.identifier.issn1443410
dc.identifier.urihttp://hdl.handle.net/11693/36465
dc.language.isoEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttp://dx.doi.org/10.1080/01443410.2017.1402863en_US
dc.source.titleEducational Psychologyen_US
dc.subjectAdolescenceen_US
dc.subjectLearning environmenten_US
dc.subjectLearning strategiesen_US
dc.subjectPath analysisen_US
dc.subjectSelf - determinationen_US
dc.titleBegin-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 motivationen_US
dc.typeArticleen_US

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