Title :

Autonomous and controlled reasons underlying self-approach and self-avoidance goals and educational outcomes

Author(s) :

Gillet, Nicolas [Auteur]
Université de Tours [UT]
Huyghebaert, Tiphaine [Auteur]
Université de Tours [UT]
Barrault, Servane [Auteur]
Université de Tours [UT]
Bucourt, Emilie [Auteur]
Université Grenoble Alpes [2016-2019] [UGA [2016-2019]]
Gimenes, Guillaume [Auteur]
Université de Tours [UT]
Psychologie des âges de la vie et adaptation [PAVeA]
Maillot, Axel [Auteur]
Université de Tours [UT]
Poulin, Aurélie [Auteur]
Université de Tours [UT]
Sorel, Olivier [Auteur]
Université de Tours [UT]

Journal title :

Social Psychology of Education

Abbreviated title :

Soc Psychol Educ

Volume number :

20

Pages :

p.179-193

Publisher :

Springer Science and Business Media LLC

Publication date :

2017-02-13

English keyword(s) :

Achievement goal theory
Self-determination theory
College students
Educational satisfaction
Achievement

English abstract : [en]

Based on the new 3 × 2 achievement goal model, the first purpose of this prospective research was to examine the relation of self-approach and self-avoidance goals to four educational outcomes, namely intentions of dropping ...
Show more >Based on the new 3 × 2 achievement goal model, the first purpose of this prospective research was to examine the relation of self-approach and self-avoidance goals to four educational outcomes, namely intentions of dropping out, educational satisfaction, self-efficacy, and achievement. We also considered the autonomous and controlled reasons underlying these self-based goals in order to investigate whether self-approach and self-avoidance goals, as well as their underlying reasons, related to outcomes. Data was collected from 330 students, at two time points. Our findings showed that self-approach and self-avoidance goals did not explain changes in outcomes, with the exception of the significant relationship between self-avoidance goals and educational satisfaction. The present results also revealed that the autonomous and controlled motivations underlying achievement goals were more strongly related to changes in all four educational outcomes than was the endorsement of goals themselves. Theoretical implications and research perspectives are discussed.Show less >

Peer reviewed article :

Oui

Audience :

Internationale

Administrative institution(s) :

Université de Lille

Collections :

• Autres travaux scientifiques

Submission date :

2022-05-16T16:25:51Z
2022-05-25T07:06:12Z