Building on the Enriched Hierarchical Model of Achievement Motivation: Autonomous and controlling reasons underlying mastery goals
Two 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.
Año de publicación: 2016
Two 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.
Año de publicación: 2016
A Tribute to Dr. Willy Lens
Dr. Willy Lens, born on December 10th, 1943, passed away on August 29th, 2014. With his passing, the motivation community has lost a seminal member, a mentor, and a friend. Dr. Lens – a Fellow of the Association for Psychological Science and Founding Fellow of the American Educational Research Association – made fundamental contributions to the study of motivation both through his own work and through his caring and thoughtful mentorship of a large community of scholars. With this tribute, we want to honor Dr. Willy Lens’ significance to psychology and education as well as his positive influence, both personally and professionally, on the lives of dozens of scholars. With his contagious enthusiasm and caring mentorship, Willy was an example for our academic community and with this tribute we express our gratitude for the privilege to have collaborated with him.
Año de publicación: 2016
Dr. Willy Lens, born on December 10th, 1943, passed away on August 29th, 2014. With his passing, the motivation community has lost a seminal member, a mentor, and a friend. Dr. Lens – a Fellow of the Association for Psychological Science and Founding Fellow of the American Educational Research Association – made fundamental contributions to the study of motivation both through his own work and through his caring and thoughtful mentorship of a large community of scholars. With this tribute, we want to honor Dr. Willy Lens’ significance to psychology and education as well as his positive influence, both personally and professionally, on the lives of dozens of scholars. With his contagious enthusiasm and caring mentorship, Willy was an example for our academic community and with this tribute we express our gratitude for the privilege to have collaborated with him.
Año de publicación: 2016
Basic psychological need satisfaction, need frustration, and need strength across four cultures
The present study investigated whether satisfaction and frustration of the psychological needs for autonomy, relatedness, and competence, as identified within Basic Psychological Need Theory (BPNT; Deci and Ryan, Psychol Inquiry...
Año de publicación: 2015
The present study investigated whether satisfaction and frustration of the psychological needs for autonomy, relatedness, and competence, as identified within Basic Psychological Need Theory (BPNT; Deci and Ryan, Psychol Inquiry...
Año de publicación: 2015
Perspectiva de Tiempo Futuro y Satisfacción con la Vida en Adolescentes: Un estudio Transcultural (Dedicado al Prof. Dr. Willy Lens)
El presente artículo se sustenta en una investigación trans-cultural que describe la relación entre las variables Perspectiva de Tiempo Futuro (PTF) y satisfacción con la vida. Para desarrollar el estudio...
Año de publicación: 2015
El presente artículo se sustenta en una investigación trans-cultural que describe la relación entre las variables Perspectiva de Tiempo Futuro (PTF) y satisfacción con la vida. Para desarrollar el estudio...
Año de publicación: 2015
Psychologically Controlling Parenting and Personality Vulnerability to Depression: A Study in Peruvian Late Adolescents
This study examined associations between two domain-specific manifestations of perceived psychologically controlling parenting (i.e., dependency oriented and achievement-oriented), dimensions of personality vulnerability to depression (i.e., dependency and self-criticism), and depressive symptoms in Peruvian late adolescents (N = 292, 60 % female). Structural equation modeling showed that perceived dependency-oriented psychological control was related specifically to dependency and that perceived achievement-oriented psychological control was related specifically to self-criticism. Both dimensions of personality vulnerability played an intervening role in associations between the domains of psychologically controlling parenting and depressive symptoms. In addition, dependency-oriented psychological control interacted with perceived parental responsiveness in the prediction of depressive symptoms, such that responsiveness exacerbated effects of psychological control on depressive symptoms. Results were similar across maternal and paternal ratings of parenting. Findings are interpreted in light of the debate about the cross cultural generalization of the effects of psychologically controlling parenting.
Año de publicación: 2015
This study examined associations between two domain-specific manifestations of perceived psychologically controlling parenting (i.e., dependency oriented and achievement-oriented), dimensions of personality vulnerability to depression (i.e., dependency and self-criticism), and depressive symptoms in Peruvian late adolescents (N = 292, 60 % female). Structural equation modeling showed that perceived dependency-oriented psychological control was related specifically to dependency and that perceived achievement-oriented psychological control was related specifically to self-criticism. Both dimensions of personality vulnerability played an intervening role in associations between the domains of psychologically controlling parenting and depressive symptoms. In addition, dependency-oriented psychological control interacted with perceived parental responsiveness in the prediction of depressive symptoms, such that responsiveness exacerbated effects of psychological control on depressive symptoms. Results were similar across maternal and paternal ratings of parenting. Findings are interpreted in light of the debate about the cross cultural generalization of the effects of psychologically controlling parenting.
Año de publicación: 2015
Work Motivation and Psychological Well-being of Volunteers and non-volunteers
This study aims to describe similarities and differences in the motivational profile and psychological well-being between two groups of 94 paid employees each, one of them are volunteering fire fighters, the others...
Año de publicación: 2014
This study aims to describe similarities and differences in the motivational profile and psychological well-being between two groups of 94 paid employees each, one of them are volunteering fire fighters, the others...
Año de publicación: 2014
School Motivation Questionnaire for the Portuguese population: structure and psychometric studies
It is presented the structure and psychometric studies of the "School Motivation Questionnaire". The SMQ is a self-report questionnaire with 101 items, organized in sixteen scales that measure the students'...
Año de publicación: 2012
It is presented the structure and psychometric studies of the "School Motivation Questionnaire". The SMQ is a self-report questionnaire with 101 items, organized in sixteen scales that measure the students'...
Año de publicación: 2012
Future Time Perspective: A Motivational Construct
In the first part we briefly discuss the concept of future time perspective (FTP) as a cognitive-motivational construct. By setting goals in the rather near or more distant future, human...
Año de publicación: 2012
In the first part we briefly discuss the concept of future time perspective (FTP) as a cognitive-motivational construct. By setting goals in the rather near or more distant future, human...
Año de publicación: 2012
Differences in agency? How adolescents from 18 countries perceive and cope with their futures
This study investigated how N = 5,126 adolescents (mean age of 15 years) from 18 countries perceive and cope with future- and school-related stress. The adolescents completed the Problem Questionnaire...
Año de publicación: 2012
This study investigated how N = 5,126 adolescents (mean age of 15 years) from 18 countries perceive and cope with future- and school-related stress. The adolescents completed the Problem Questionnaire...
Año de publicación: 2012
Intervención Educativa para Reducir la Deserción e Incrementar la Motivación en Colegios Públicos de San José de Costa Rica
Mediante un estudio longitudinal de dos años, se desarrolló un programa de intervención con el propósito de reducir la deserción. Participaron Consejeros, Profesores y Estudiantes de tres colegios públicos de...
Año de publicación: 2012
Mediante un estudio longitudinal de dos años, se desarrolló un programa de intervención con el propósito de reducir la deserción. Participaron Consejeros, Profesores y Estudiantes de tres colegios públicos de...
Año de publicación: 2012