Perceived structure and achievement goals as predictors of student' self-regulated learning and affect and the mediating role of competence need satisfaction

Simple item page
dc.citation.epage186en_US
dc.citation.issueNumber1en_US
dc.citation.spage179en_US
dc.citation.volumeNumber23en_US
dc.contributor.authorMouratidis, A.en_US
dc.contributor.authorVansteenkiste, M.en_US
dc.contributor.authorMichou, A.en_US
dc.contributor.authorLens, W.en_US
dc.date.accessioned2015-07-28T12:02:46Z
dc.date.available2015-07-28T12:02:46Z
dc.date.issued2013-02en_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractWe 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.en_US
dc.identifier.doi10.1016/j.lindif.2012.09.001en_US
dc.identifier.issn1041-6080
dc.identifier.urihttp://hdl.handle.net/11693/12727
dc.language.isoEnglishen_US
dc.publisherElsevieren_US
dc.relation.isversionofhttp://dx.doi.org/10.1016/j.lindif.2012.09.001en_US
dc.source.titleLearning and Individual Differencesen_US
dc.subjectPerceived structureen_US
dc.subjectAchievement goalsen_US
dc.subjectSelf-regulated learningen_US
dc.subjectAffecten_US
dc.subjectAdolescentsen_US
dc.titlePerceived structure and achievement goals as predictors of student' self-regulated learning and affect and the mediating role of competence need satisfactionen_US
dc.typeArticleen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
10.1016-j.lindis.2012.09.001.pdf
Size:
350.81 KB
Format:
Adobe Portable Document Format
Description:
Full printable version
Download

Collections

Graduate School of Education