Within-person configurations and temporal relations of personal and perceived parent-promoted life goals to school correlates among adolescents

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dc.citation.epage910en_US
dc.citation.issueNumber3en_US
dc.citation.spage895en_US
dc.citation.volumeNumber105en_US
dc.contributor.authorMouratidis, A.en_US
dc.contributor.authorVansteenkiste, M.en_US
dc.contributor.authorLens, W.en_US
dc.contributor.authorMichou, A.en_US
dc.contributor.authorSoenens, B.en_US
dc.date.accessioned2015-07-28T12:02:40Z
dc.date.available2015-07-28T12:02:40Z
dc.date.issued2013-08en_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractGrounded in self-determination theory, this longitudinal study examined the academic correlates of middle and high school students' (N = 923; 33.4% male) intrinsic and extrinsic aspirations (i.e., life goals) and the type of aspirations that they perceive their parents to promote to them. Person-centered analysis revealed 3 meaningful groups: a relatively high intrinsic aspiration group, a relatively moderate intrinsic aspiration group, and a relatively high-intrinsic and high-extrinsic aspiration group. Tukey post hoc comparisons indicated that students in the high intrinsic aspiration group scored higher on mastery-approach goals, effort regulation, and grades than students in the other 2 groups and lower on performance-approach goals and test anxiety than students in the high-high aspiration group. A match between learners' own aspiration profile and the perceived parent-promoted aspiration profile did not alter these between-group differences. Further, intrapersonal fluctuations of intrinsic aspirations covaried with mastery-approach goals over a 1-year time interval, while extrinsic aspirations covaried with performance-approach goals and test anxiety in the same period; none of these within-person associations were consistently moderated by between-student differences in perceived parental aspiration promotion. Instead, perceived parent-promoted intrinsic and extrinsic aspirations were, respectively, positive and negative predictors of between-student differences in positive school functioning. The present results highlight the importance of endorsing and promoting intrinsic aspirations for school adjustment. © 2013 American Psychological Association.en_US
dc.description.provenanceMade available in DSpace on 2015-07-28T12:02:40Z (GMT). No. of bitstreams: 1 10.1037-a0032838.pdf: 188912 bytes, checksum: 18b86982c3444c2c1d17cf598e1af075 (MD5)en
dc.identifier.doi10.1037/a0032838en_US
dc.identifier.issn0022-0663
dc.identifier.urihttp://hdl.handle.net/11693/12704
dc.language.isoEnglishen_US
dc.publisherAmerican Psychological Associationen_US
dc.relation.isversionofhttp://dx.doi.org/10.1037/a0032838en_US
dc.source.titleJournal of Educational Psychologyen_US
dc.subjectIntrinsic and extrinsic aspirationsen_US
dc.subjectSelf-determination theoryen_US
dc.subjectAchievement goalsen_US
dc.subjectMotivationen_US
dc.subjectParentingen_US
dc.titleWithin-person configurations and temporal relations of personal and perceived parent-promoted life goals to school correlates among adolescentsen_US
dc.typeArticleen_US

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