Building on the enriched hierarchical model of achievement motivation: autonomous and controlling reasons underlying mastery goals

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dc.citation.epage287en_US
dc.citation.issueNumber3en_US
dc.citation.spage269en_US
dc.citation.volumeNumber56en_US
dc.contributor.authorMichou, A.en_US
dc.contributor.authorMatos, L.en_US
dc.contributor.authorGargurevich, R.en_US
dc.contributor.authorGumus, B.en_US
dc.contributor.authorHerrera, D.en_US
dc.date.accessioned2018-04-12T10:57:23Z
dc.date.available2018-04-12T10:57:23Z
dc.date.issued2016en_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractTwo motivational theories - the Achievement Goal Theory and Self-Determination Theory - have recently been combined to explain students' motivation, making it possible to study the "what" and the "why" of learners' achievement strivings. The present study built on this approach by (a) investigating whether the distinction between autonomous or volitional and controlling or pressuring reasons can be meaningfully applied to the adoption of mastery-avoidance goals, (b) investigating the concurrent and prospective relations between mastery-avoidance goals and their underlying reasons and learning strategies when mastery-approach goals and their underlying reasons were also considered, and by (c) incorporating psychological need experiences as an explanatory variable in the relation between achievement motives (i.e., the motive to succeed and motive to avoid failure) and both mastery goals and their underlying reasons. In two Turkish university students samples (N = 226, Mage = 22.36; N = 331, Mage = 19.5), autonomous and controlling reasons appeared applicable to mastery-avoidance goals and regression and path analysis further showed that mastery-avoidance goals and their underlying autonomous reasons fail to predicted learning strategies over and above the pursuit of mastery-approach goals and their underlying reasons. Finally, need experiences were established as mediators between achievement motives and both mastery goals and their underlying reasons.en_US
dc.description.provenanceMade available in DSpace on 2018-04-12T10:57:23Z (GMT). No. of bitstreams: 1 bilkent-research-paper.pdf: 179475 bytes, checksum: ea0bedeb05ac9ccfb983c327e155f0c2 (MD5) Previous issue date: 2016en
dc.identifier.doi10.5334/pb.281en_US
dc.identifier.eissn2054-670X
dc.identifier.issn0033-2879
dc.identifier.urihttp://hdl.handle.net/11693/36919
dc.language.isoEnglishen_US
dc.publisherUbiquity Press Ltd.en_US
dc.relation.isversionofhttp://dx.doi.org/10.5334/pb.281en_US
dc.source.titlePsychologica Belgicaen_US
dc.subjectAchievement goalsen_US
dc.subjectAutonomous reasonsen_US
dc.subjectControlling reasonsen_US
dc.subjectFear of failureen_US
dc.subjectNeed for achievementen_US
dc.subjectNeeds satisfactionen_US
dc.titleBuilding on the enriched hierarchical model of achievement motivation: autonomous and controlling reasons underlying mastery goalsen_US
dc.typeArticleen_US

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