文章基本信息

标题：The Influence of Students’ Self-Determination and Personal Achievement Goals in Learning and Engagement: A Mediation Model for Traditional and Nontraditional Students
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作者：Ana Rothes ; Marina S. Lemos ; Teresa Gonçalves 等
期刊名称：Education Sciences
电子版ISSN：2227-7102
出版年度：2022
卷号：12
期号：6
页码：369
DOI：10.3390/educsci12060369
语种：English
出版社：MDPI Publishing
摘要：Self-determination theory (SDT) and achievement goal theory (AGT) assume that students’ level of self-determination and the goals they pursue in class are important factors in engagement and learning. The aims of this study were to: (1) investigate the links between the students’ types of motivation and personal achievement goals; (2) explore how these two sets of variables relate to learning, engagement, and exploring mediation effects; and (3) understand the specificities of nontraditional students vs. traditional students, regarding the way these variables relate to each other. The study used a sample of 361 Portuguese adult students, 138 traditional (younger than 25 years old), and 223 nontraditional (active adults returning to education, 25 or older). The instruments used were: Self-regulation Questionnaire—Learning, Personal Achievement Goal Orientations Scale, Adult Learning Strategies Evaluation Scale and Behavioral Engagement Questionnaire. Path analysis for the total sample revealed that mastery goals mediated the relationship between autonomous motivation and all educational outcomes, and performance-avoidance goals mediated the relationship between introjected regulation, external regulation, and behavioral and emotional engagement. Multiple-group path analysis revealed a much stronger pattern of relationships for nontraditional students, especially between the SDT and AGT variables. The theoretical and practical implications of the study are discussed.