Enriching the hierarchical model of achievement motivation: autonomous and controlling reasons underlying achievement goals

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dc.citation.epage666en_US
dc.citation.spage650en_US
dc.citation.volumeNumber84en_US
dc.contributor.authorMichou, A.en_US
dc.contributor.authorVansteenkiste, M.en_US
dc.contributor.authorMouratidis, A.en_US
dc.contributor.authorLens W.en_US
dc.date.accessioned2016-02-08T11:00:24Z
dc.date.available2016-02-08T11:00:24Z
dc.date.issued2014en_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractBackground: 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.en_US
dc.identifier.doi10.1111/bjep.12055en_US
dc.identifier.issn0007-0998
dc.identifier.urihttp://hdl.handle.net/11693/26480
dc.language.isoEnglishen_US
dc.publisherJohn Wiley and Sons Ltd.en_US
dc.relation.isversionofhttp://dx.doi.org/10.1111/bjep.12055en_US
dc.source.titleBritish Journal of Educational Psychologyen_US
dc.subjectAchievement goalsen_US
dc.subjectAutonomous motivationen_US
dc.subjectControlled motivationen_US
dc.subjectFear of failureen_US
dc.subjectHierarchical model of achievement motivationen_US
dc.subjectNeed for achievementen_US
dc.subjectSelf-determination theoryen_US
dc.titleEnriching the hierarchical model of achievement motivation: autonomous and controlling reasons underlying achievement goalsen_US
dc.typeArticleen_US

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