Titre :

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

Auteur(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]
Psychologie des âges de la vie et adaptation [PAVeA]
Université de Tours [UT]
Maillot, Axel [Auteur]
Université de Tours [UT]
Poulin, Aurélie [Auteur]
Université de Tours [UT]
Sorel, Olivier [Auteur]
Université de Tours [UT]

Titre de la revue :

Social Psychology of Education

Nom court de la revue :

Soc Psychol Educ

Numéro :

20

Pagination :

p.179-193

Éditeur :

Springer Science and Business Media LLC

Date de publication :

2017-02-13

Mot(s)-clé(s) en anglais :

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

Résumé en anglais : [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 ...
Lire la suite >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.Lire moins >

Comité de lecture :

Oui

Audience :

Internationale

Établissement(s) :

Université de Lille

Collections :

• Autres travaux scientifiques

Date de dépôt :

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