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Catalogue Information
Field name	Details
Nuova numerazione	76706
Collocazione	UPS BIBL CENTR 39-C-765
Autore	MOURATIDIS, A.
Titolo	Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being. Parte componente di periodico.
Descrizione fisica	pp. 56-66.
Nota generale	Estratto da: Contemporary Educational Psychology 2017, 48.
Riassunto	Research on students’ motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students’ everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; Mage = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students’ motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability—the degree to which one believes that ability is fixed or amenable—were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory.
Tipo di documento	RICERCA.
Soggetto	MOTIVAZIONE.
	SCUOLA SUPERIORE.
	STUDENTI.
	AUTONOMIA.
	RENDIMENTO.
	ABILITÀ.
	BENESSERE.
	DIFFERENZA.
	DEPRESSIONE.
	AUTOEFFICACIA.
	APPRENDIMENTO.
	GRECIA.
Ambito	Psicologico
Ambito	Pedagogico
Autore Secondario	MICHOU, A.
Autore Secondario	VASSIOU, A.
Titolo correlato	Contemporary Educational Psychology 2017, 48.
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-46103-001&lang=it&site=ehost-live

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Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being.