Interplay Between Autonomous Motivations and Approach Goals: What Consequences for School Functioning?

• In Event: AERA Poster Session 6
  In Poster Session: Motivation in Education SIG Poster Session: Process, Methods, and Outcomes

Abstract

The purpose of this study was to examine the cross-lagged relationships between students' autonomous motivations and approach goals. The sample included 449 students (52% girls) in Grades 7 and 8. Results showed that intrinsic motivation (IM) at T1 positively predicted approach goals 20 months later (T2), while mastery-approach goals (MAp) at T1 positively predicted autonomous motivations à T2. A second objective was to determine the contributions of autonomous motivations and approach goals in explaining school functioning measured 32 months after the study began. Two sets of results were obtained: the IM - PAp goals sequence has positively predicted academic achievement and social anxiety; MAp goals were both negative indirect predictors and mediators of disruptive behaviors. Implications for educators are presented.

Authors

• Stéphane Duchesne, Universite Laval

• Catherine Ratelle, Université Laval

• Simon Larose, Université Laval