The school-subject-specificity hypothesis: Implication in the relationship with grades.
Journal
PloS one
ISSN: 1932-6203
Titre abrégé: PLoS One
Pays: United States
ID NLM: 101285081
Informations de publication
Date de publication:
2020
2020
Historique:
received:
05
08
2019
accepted:
21
02
2020
entrez:
22
4
2020
pubmed:
22
4
2020
medline:
1
7
2020
Statut:
epublish
Résumé
The aim of the present study was to examine the implication of the differences in autonomous and controlled motivation specificity in their relationships with student's grades. The school-subject-specificity hypothesis postulates that the more autonomous the regulation is, the more specific to a school subject it is. 579 junior high school children were asked to complete a questionnaire assessing their motivation at the academic level as well as at the situational level (i.e., French, mathematics, English, and physical education), both simultaneously. As expected, results from structural equation modeling revealed that autonomous motivation was more specific to the situational level than controlled motivation. Moreover, results showed that the more specific the regulations are, the more relationships with students' grades can be found. Therefore, this study offers a new understanding of previous results between autonomous and controlled regulations with grades and of the relationships between academic self-concepts, academic achievement and motivation.
Identifiants
pubmed: 32315301
doi: 10.1371/journal.pone.0230103
pii: PONE-D-19-20400
pmc: PMC7173871
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
e0230103Déclaration de conflit d'intérêts
The authors have declared that no competing interests exist.
Références
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