Achievement Motivation among Urban Adolescents: Work Hope, Autonomy Support, and Achievement-Related Beliefs

Autor/inn/en	Kenny, Maureen E.; Walsh-Blair, Lynn Y.; Blustein, David L.; Bempechat, Janine; Seltzer, Joanne
Titel	Achievement Motivation among Urban Adolescents: Work Hope, Autonomy Support, and Achievement-Related Beliefs
Quelle	In: Journal of Vocational Behavior, 77 (2010) 2, S.205-212 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0001-8791
DOI	10.1016/j.jvb.2010.02.005
Schlagwörter	Professional Autonomy; Student Motivation; Achievement Need; Adolescents; Multivariate Analysis; Correlation; Urban Youth; Beliefs; Work Experience Programs; Career Development; Measures (Individuals); Employment Potential; Vocational Interests + Suchen Sie Ihr Suchwort? Berufsfreiheit; Schulische Motivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Multivariate Analyse; Korrelation; Urban area; Urban areas; Youth; Stadtregion; Stadt; Belief; Glaube; Berufsentwicklung; Messdaten; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Berufsinteresse
Abstract	Drawing upon expectancy value, hope, and self-determination theories, this study explores the contributions of work-based beliefs and autonomy support as predictors of adaptive achievement-related beliefs. Two hundred and one urban high school students who were enrolled in a work-based learning program completed measures of work hope, autonomy support, and achievement beliefs. Results from the full canonical correlation model revealed that work hope, career planning, and autonomy support shared 37.5% of the variance with achievement-related beliefs. Moreover, work hope and teacher autonomy support further contributed unique variance in explaining these beliefs. The findings contribute to the theoretical knowledge base concerning the value of work-based learning in fostering academic motivation among adolescents. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10