کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
352692 618611 2013 8 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
The number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
پیش نمایش صفحه اول مقاله
The number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?
چکیده انگلیسی

Does the perception of many close relationships as autonomy-supportive make students more motivated and competent? The goal of this study was to use latent class analysis (LCA) to compare the educational correlates of having one vs. several autonomy-supportive relationships. Participants were 1406 high school students (47% boys, 52% girls). LCA revealed three groups: Group 1 (17%) included students who perceived low autonomy support by their mother, father, and teacher; Group 2 (7%) included students who perceived low autonomy support by their father, but moderate autonomy support by their mother and teacher; and Group 3 (76%) included students who perceived all sources as moderately autonomy-supportive. Results of multiple comparisons suggest that more is not necessarily better: Students in Group 2, who perceived low autonomy support by fathers, reported equivalent autonomous (intrinsic and identified) and controlled (external and introjected) regulations and perceived competence to those of students in Group 3, who perceived all sources as moderately autonomy-supportive. One difference was that Group 3 showed better academic achievement than Group 2. Results are discussed in light of research on close relationships and self-determination theory (SDT).


• This study compares benefits of having one or several autonomy supportive relations.
• Results suggested that having more is better for grades.
• Results suggested that having more is not better for motivation and perceived competence.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Contemporary Educational Psychology - Volume 38, Issue 4, October 2013, Pages 375–382
نویسندگان
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