Motivation-Focused Thinking: Promoting Academic Achievement Among University Students Facing Challenging Obstacles

• In Event: Poster Session 3
  In Poster Session: Motivation in Education SIG Poster Session 2

Abstract

Time constraints, competing goals, and initial failure are commonly experienced during developmental transitions and can undermine motivation and achievement among young adults in the midst of the school-to-university shift. Hence, our seven-month study used regression analyses to examine whether selective secondary control (motivation-focused thinking) benefited students at greatest risk. Results were in accordance with Heckhausen et al. (2010) and suggested that, for only students with low high school grades, motivation-focused thinking directly predicted several theorized mediators (perceived control and emotional well-being) and indirectly predicted academic achievement (through the mediators). Findings augment the literature by demonstrating that this form of motivation-focused thinking exerts its positive influence on academic attainment via critical psychosocial mediators and primarily benefits individuals facing challenging obstacles.

Authors

• Jeremy M. Hamm, University of Manitoba

• Raymond P. Perry, University of Manitoba

• Judy Chipperfield, University of Manitoba

• Steve Hladkyj, University of Manitoba

• Patti C. Parker, University of Manitoba