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Catalogue Information
Field name	Details
Nuova numerazione	78640
Collocazione	UPS BIBL CENTR 39-C-2582
Autore	MOURATIDIS, A.
Titolo	Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination : the mediating role of autonomous and controlled motivation. Parte componente di periodico
Descrizione fisica	pp. 435-450.
Nota generale	Estratto da: Educational Psychology 2018, 38, 4.
Riassunto	In this prospective study, we recruited a sample of Belgian adolescents (<italic>N</italic> = 886) to investigate to what extent perceived teachers’ motivating style relates to quality of motivation in the beginning of the school year and, in turn, changes in study effort and procrastination by the end of the school year. After controlling for initial levels of study effort and procrastination and for a shared variance due to classroom membership, we found, through path analysis, perceived autonomy support and structure to relate positively to autonomous motivation, which in turn predicted increased study effort and decreased procrastination at the end of the school year. The findings are discussed from a theoretical and practical standpoint.
Tipo di documento	RICERCA.
Soggetto	STUDENTI.
	SCUOLA SUPERIORE.
	AUTONOMIA.
	AMBIENTE.
	APPRENDIMENTO.
	MOTIVAZIONE.
	TURCHIA.
Ambito	Pedagogico
Ambito	Psicologico
Autore Secondario	MICHOU, A.
	AELTERMAN, N.
	HAERENS, L.
	VANSTEENKISTE, M.
Titolo correlato	Educational Psychology 2018, 38, 4.
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=129234209&lang=it&site=ehost-live

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Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination : the mediating role of autonomous and controlled motivation.