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Direct linkFroiland, John Mark; Oros, Emily – Educational Psychology, 2014
This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using…
Descriptors: Longitudinal Studies, Student Motivation, Learner Engagement, Reading Achievement
Chen, Weiyun – Educational Psychology, 2014
This study examined the relationship between psychological needs satisfaction, motivational regulations in physical education and physical activity intention among elementary school students. A total of 291 elementary school students in grades 3-6 voluntarily completed the three measures. This study indicated that satisfaction of three basic…
Descriptors: Student Motivation, Student Needs, Physical Education, Physical Activities
González-Cutre, David; Ferriz, Roberto; Beltrán-Carrillo, Vicente J.; Andrés-Fabra, José A.; Montero-Carretero, Carlos; Cervelló, Eduardo; Moreno-Murcia, Juan Antonio – Educational Psychology, 2014
The aim of this study was to analyse the effects of a school-based intervention to promote physical activity, utilising the postulates of the trans-contextual model of motivation. The study examined two separate classes of elementary school students (mean age 11.28?years), one of which served as the control group (n?=?26) and the other as the…
Descriptors: Intervention, Physical Activity Level, Elementary School Students, Control Groups
King, Ronnel Bornasal; McInerney, Dennis M.; Watkins, David A. – Educational Psychology, 2012
Much of the research on achievement goal theory has focused on the roles of mastery and performance goals in academic engagement, thus the role of other goals such as social goals has mostly been neglected. The aim of this research was to investigate the effects of different kinds of social goals (affiliation, approval, concern, responsibility and…
Descriptors: Student Motivation, High School Students, Academic Achievement, Mastery Learning
Stoeber, Joachim; Childs, Julian H.; Hayward, Jennifer A.; Feast, Alexandra R. – Educational Psychology, 2011
Research on the dualistic model of passion has investigated harmonious and obsessive passion in many domains. However, few studies have investigated passion for studying and the role passion for studying plays in student engagement and well-being. The present study investigated the relationships between harmonious and obsessive passion for…
Descriptors: Learner Engagement, College Students, Educational Psychology, Student Motivation
Sakiz, Gonul – Educational Psychology, 2012
The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…
Descriptors: Help Seeking, Teacher Student Relationship, Structural Equation Models, Foreign Countries
Haimovitz, Kyla; Henderlong Corpus, Jennifer – Educational Psychology, 2011
This study examined the effects of person praise and process praise on college students' motivation and how these effects change as students progress through their undergraduate years. Hundred and eleven college students worked on three puzzle tasks and received either person praise, process praise, or no praise. Following subsequent failure,…
Descriptors: Undergraduate Students, Student Motivation, Positive Reinforcement, Self Concept
Yeung, Alexander Seeshing – Educational Psychology, 2011
Students' self-concept and effort in schoolwork are known to have significant influences on essential academic outcomes, but self-concept and effort may decline as students grow up. Students from 16 schools in Sydney (N = 2200) were asked to rate on two self-concept components (competency and affect) and effort in schoolwork. Based on measures…
Descriptors: Self Concept, Factor Analysis, Gender Differences, Outcomes of Education
Tulis, Maria; Ainley, Mary – Educational Psychology, 2011
The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students' task-related emotional responses were recorded following experiences of success and failure while working with an…
Descriptors: Mathematics Education, Mathematics Activities, Computer Assisted Instruction, Psychological Patterns
Yeung, Alexander Seeshing; McInerney, Dennis M.; Ali, Jinnat – Educational Psychology, 2014
Students' motivation is known to be influenced by both internally referenced and externally referenced factors. Internally referenced factors include self-processes (sense of competence and affect), whereas externally referenced factors include significant others (parents, peers and teachers). Using the Facilitating Conditions Questionnaire, the…
Descriptors: Foreign Countries, Asians, Student Motivation, White Students
Fan, Weihua – Educational Psychology, 2011
The present study examined the structural relations of social influences, task values, ability beliefs, educational expectation and academic engagement for both boys and girls. The structural equation modelling analyses provided nationally representative evidence of gender differences in: (1) the links from teacher-student relationship and peer…
Descriptors: Expectation, Academic Achievement, Structural Equation Models, Student Motivation
Mouratidis, Athanasios; Michou, Aikaterini – Educational Psychology, 2011
In this cross-sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students' emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students' engagement in class activities because…
Descriptors: Elementary School Students, Class Activities, Student Motivation, Multivariate Analysis
Hui, Eadaoin K. P.; Sun, Rachel C. F.; Chow, Stephen Sau-Yan; Chu, Matthew Ho-Tat – Educational Psychology, 2011
This study investigated the relevance of filial piety and the three components of self-determination, namely, competence, autonomy and relatedness, on academic motivation among Hong Kong Chinese secondary school students. A total of 461 students completed the questionnaire which consisted of five scales assessing attitudes towards filial piety,…
Descriptors: Student Motivation, Educational Practices, Foreign Countries, Secondary School Students
Petersen, Il-haam; Louw, Johann; Dumont, Kitty; Malope, Nomxolisi – Educational Psychology, 2010
This study presents data that extend an earlier analysis of predictors of academic performance from one to three years. None of the adjustment and other psychosocial variables (help-seeking, academic motivation, self-esteem, perceived stress and perceived academic overload) could predict success at university at the end of three years of study.…
Descriptors: Academic Achievement, Student Motivation, Followup Studies, Student Adjustment
Chen, Chen; Zhang, Li-Fang – Educational Psychology, 2011
Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 x 2 achievement goal framework among 775 Chinese adolescent students.…
Descriptors: Personality Traits, Achievement Need, Student Motivation, Personality
