Within-Person Configurations and Temporal Relations of Personal and Perceived Parent-Promoted Aspirations to School Correlates among Adolescents

Autor/inn/en	Mouratidis, Athanasios; Vansteenkiste, Maarten; Lens, Willy; Michou, Aikaterini; Soenens, Bart
Titel	Within-Person Configurations and Temporal Relations of Personal and Perceived Parent-Promoted Aspirations to School Correlates among Adolescents
Quelle	In: Journal of Educational Psychology, 105 (2013) 3, S.895-910 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0032838
Schlagwörter	Self Determination; Longitudinal Studies; Correlation; Middle School Students; High School Students; Aspiration; Parent Attitudes; Student Attitudes; Goal Orientation; Grades (Scholastic); Self Control; Performance; Test Anxiety; Student Characteristics; Motivation; Mastery Learning; Questionnaires; Multivariate Analysis; Learning and Study Strategies Inventory; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Selbstbestimmung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Streben; Elternverhalten; Schülerverhalten; Zielorientierung; Zielvorstellung; Notenspiegel; Selbstbeherrschung; Achievement; Leistung; Examination phobia; Testangst; Prüfungsangst; psychologische; Motivation (psychologisch); Fragebogen; Multivariate Analyse
Abstract	Grounded in self-determination theory, this longitudinal study examined the academic correlates of middle and high school students' (N = 923; 33.4% male) intrinsic and extrinsic aspirations (i.e., life goals) and the type of aspirations that they perceive their parents to promote to them. Person-centered analysis revealed 3 meaningful groups: a relatively high intrinsic aspiration group, a relatively moderate intrinsic aspiration group, and a relatively high-intrinsic and high-extrinsic aspiration group. Tukey post hoc comparisons indicated that students in the high intrinsic aspiration group scored higher on mastery-approach goals, effort regulation, and grades than students in the other 2 groups and lower on performance-approach goals and test anxiety than students in the high-high aspiration group. A match between learners' own aspiration profile and the perceived parent-promoted aspiration profile did not alter these between-group differences. Further, intrapersonal fluctuations of intrinsic aspirations covaried with mastery-approach goals over a 1-year time interval, while extrinsic aspirations covaried with performance-approach goals and test anxiety in the same period; none of these within-person associations were consistently moderated by between-student differences in perceived parental aspiration promotion. Instead, perceived parent-promoted intrinsic and extrinsic aspirations were, respectively, positive and negative predictors of between-student differences in positive school functioning. The present results highlight the importance of endorsing and promoting intrinsic aspirations for school adjustment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01