Internalization of Mastery Goals in the Classroom: The Differential Effect of Autonomy Support and Control

• In Event: AERA Poster Session 9
  In Poster Session: Motivation in Education SIG Poster Session: The Role of Parents, Peers, and Teachers

Abstract

Two studies examined the outcomes of students’ perceptions of teachers’ autonomy support vs. control when presenting mastery goals. Study 1 showed that students differentiated between teachers’ autonomy support and control when presenting mastery goals. Autonomous and controlled mastery goal endorsement mediated the relations between perceptions of autonomy support and control for the goal, respectively, and students’ engagement. Study 2 used a multilevel design and demonstrated that perceptions of autonomy support for mastery goals were related with mastery goals’ endorsement and students’ reports of behavioral engagement. This relation was mediated by students’ autonomous reasons to pursue learning activities. Perceptions of control for the goals predicted a-motivation through controlled reasons for learning, only at the within-classroom level.

Authors

• Moti Benita, Ben-Gurion University of the Negev

• Lennia Matos, The Pontifical Catholic University of Peru