Article ID Journal Published Year Pages File Type
4937911 Contemporary Educational Psychology 2017 57 Pages PDF
Abstract
The aim of this study was to examine how materialism, or the focus on acquiring money and material possessions, is associated with students' academic engagement and achievement via their motivational regulation (amotivation, controlled motivation, and autonomous motivation). Study 1 (n = 606 secondary students) was a cross-sectional study which found that materialism was negatively associated with engagement. This association was partially mediated by amotivation. Study 2 (n = 404 secondary students) was a longitudinal study which found that Time 1 materialism was negatively associated with Time 2 engagement and Time 3 academic achievement via amotivation. Results of the two studies provide converging lines of evidence that materialism is negatively associated with key indicators of learning. Students with high levels of materialism have lower levels of engagement and achievement, and these associations are partially mediated by amotivation. Theoretical and practical implications are discussed.
Related Topics
Social Sciences and Humanities Psychology Applied Psychology
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