The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction

Gnambs, Timo; Hanfstingl, Barbara

doi:10.1080/01443410.2015.1113236

Cited by 163 publications

(124 citation statements)

References 70 publications

Supporting

Mentioning

105

Contrasting

Unclassified

Order By: Relevance

“…Consistent with previous research, we observed a small decline in academic motivation, globally and by individual dimensions, across one academic year, with the exception of goal orientation (Gnambs & Hanfstingl, 2016; Kosovich et al, 2017; Lepper et al, 2005). The declines across the academic year were more pronounced for those students who qualified for FRP and also perceived that their family has a high level of financial strain (for space reasons, not shown; available from authors).…”

Section: Resultssupporting

confidence: 91%

“…Motivation has been defined as “a set of interrelated desires, goals, needs, values, and emotions that explain the initiation, direction, intensity, persistence, and quality of behavior” (Wentzel & Miele, 2016, p. 1). Although some students become more motivated over time, studies have repeatedly shown that, on average, students’ academic motivation declines steadily as they progress from elementary through high school (Gnambs & Hanfstingl, 2016; Kosovich, Flake, & Hulleman, 2017; Lepper, Henderlong Corpus, & Iyengar, 2005), especially in middle school. In addition, this downward trajectory in motivation is steeper for boys, students of color, and less‐affluent students (Skinner, Kindermann, Connell, & Wellborn, 2012).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effects of developmental relationships with teachers on middle‐school students’ motivation and performance

Scales

Boekel

Pekel

et al. 2020

Psychology in the Schools

View full text Add to dashboard Cite

We examined how middle‐school students’ motivation, belonging, school climate, and grade point average (GPA) are affected by students experiencing developmental relationships—those that go beyond teachers being caring (e.g., showing warmth to students) and providing challenge (e.g., high expectations) to also include teachers providing support, sharing power, and expanding students’ sense of possibilities. We also examined variations in those associations by student socioeconomic status (SES). The study included 534 diverse Grades 6–8 students (51% female, 46% non‐White, 33% eligible for free and reduced price meals). Structural equation modeling and regressions showed that students with better developmental relationships with their teachers had better outcomes. Developmental relationships strongly predicted academic motivation at both the beginning and end of the school year, and also directly predicted students’ sense of belonging and school climate. Relationships indirectly predicted GPA, through motivation. Student–teacher relationship quality for low‐SES students was lower and declined more than for other students. The results both reflect current literature in showing the importance of strong student–teacher relationships, and extend it in showing the worsening relationships quality for low‐income students, and in suggesting that strengthening multiple facets of student–teacher developmental relationships may have important effects on motivation and achievement of middle‐school students.

show abstract

Section: Resultssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Effects of developmental relationships with teachers on middle‐school students’ motivation and performance

Scales

Boekel

Pekel

et al. 2020

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…The analysis suggested that PE students with high levels of intrinsic motivation rated higher in the overall value of satisfaction, as well as in the factors linked to competence, autonomy, and relatedness, with no predictive evidence with the relatedness. These results are shown in line with several previous studies in which intrinsic motivation was positively predicted by the satisfaction of psychological needs [33,34]. In addition, these results support the postulates of SDT proposed by Deci and Ryan [35], where the satisfaction of psychological needs can result in the development of positive adaptive behaviors that result in the promotion of personal well-being.…”

Section: Discussionsupporting

confidence: 92%

Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context

et al. 2019

View full text Add to dashboard Cite

The purpose of the study was to validate to the physical education context, the Spanish version of the Scale of the Satisfaction of Psychological Needs toward the Physical Education classes of Menéndez and Fernández-Rio, with the incorporation of the novelty, since they contemplated its inclusion. In this study, 1444 students participated (mean = 15.34, standard deviation = 1.12) from several schools in Almeria. To analyze the psychometric properties of the scale, several analyses were carried out. The results offered support for both the four-factor structure and the higher-order model called satisfaction. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales. The results of this study demonstrated the reliability and validity of the Scale of the Satisfaction of Psychological Needs, with the incorporation of novelty in the Spanish context of Physical Education.

show abstract

“…Based on earlier motivation studies in education we hypothesized a model of a pathway from BPN to learning outcomes like vitality and LLA ( Fig. 1) (Ryan and Deci 2000b;Haerens et al 2015;Gnambs and Hanfstingl 2015;Olafsen et al 2017). This model distinguishes ''bright'' (desirable) and ''dark'' (less-desirable) pathways in an integrated model.…”

Section: Discussionmentioning

confidence: 99%

How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model

Tsoi

Boer

Croiset

et al. 2018

Adv in Health Sci Educ

View full text Add to dashboard Cite

Insufficient professional development may lead to poor performance of healthcare professionals. Therefore, continuing education (CE) and continuing professional development (CPD) are needed to secure safe and good quality healthcare. The aim of the study was to investigate the hypothesized associations and their directions between pharmacists' basic psychological needs in CE, their academic motivation, well-being, learning outcomes. Self-determination theory was used as a theoretical framework for this study. Data were collected through four questionnaires measuring: academic motivation, basic psychological needs (BPN), vitality and lifelong learning adaptability of pharmacists in the CE/CPD learning context. Structural equation modelling was used to analyze the data. Demographic factors like gender and working environment influenced the observed scores for frustration of BPN and factors like training status and working experience influenced the observed scores for academic motivation. A good model fit could be found only for a part of the hypothesized pathway. Frustration of BPN is positively directly related to the less desirable type of academic motivation, controlled motivation (0.88) and negatively directly related to vitality (-1.61) and negatively indirectly related to learning outcomes in CE. Fulfillment or frustration of BPN are important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals. Basic psychological needs are very important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from

show abstract

The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction

Cited by 163 publications

References 70 publications

Effects of developmental relationships with teachers on middle‐school students’ motivation and performance

Effects of developmental relationships with teachers on middle‐school students’ motivation and performance

Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context

How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model

Contact Info

Product

Resources

About