Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4937845 | Contemporary Educational Psychology | 2017 | 51 Pages |
Abstract
Self-determination theory postulates various types of motivation can be placed on a continuum according to their level of relative autonomy, or self-determination. We analyze this question through the application of a bifactor-ESEM framework to the Academic Motivation Scale, completed by undergraduate (NÂ =Â 547; Study 1) and graduate (NÂ =Â 571; Study 2) students. In both studies, the results showed that bifactor-ESEM was well-suited to modeling the continuum of academic motivation, and provided a simultaneous assessment of the global level of self-determination and of the specific motivation factors. Global academic self-determination positively predicted satisfaction with studies and vitality. It also negatively predicted dropout intentions and ill-being. Specific motivation types additionally predicted outcomes over and above the global factor.
Keywords
Related Topics
Social Sciences and Humanities
Psychology
Applied Psychology
Authors
David Litalien, Alexandre J.S. Morin, Marylène Gagné, Robert J. Vallerand, Gaëtan F. Losier, Richard M. Ryan,