Perceptions of autonomy support, parent attachment, competence and self-worth as predictors of motivational orientation and academic achievement: an examination of sixth- and ninth-grade regular education students.
This project examined the hypothesis that students' perceptions of teacher autonomy support, parent attachment, competence, and self-worth would predict motivational orientation and achievement test performance. Participants were 135 sixth-grade and 91 ninth-grade regular education students from a large, ethnically diverse school district. Stepwise regression analyses indicated that autonomy support, parent attachment, scholastic competence, and self-worth predicted the academic criterion variables. Interestingly, scholastic competence was a significant predictor in all of the regression models. Implications of the findings are discussed in terms of classroom practices.
Wong
Eugene H
EH
Department of Psychology, California State University, San Bernardino 92407, USA. ewong@csusb.edu
Wiest
Dudley J
DJ
Cusick
Lisa B
LB
D000124:Achievement; D000293:Adolescent; D002140:California; D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D009042:Motivation; D009769:Object Attachment; D010287:Parent-Child Relations; D026684:Personal Autonomy; D012044:Regression Analysis; D012649:Self Concept; D012944:Social Support; D013334:Students / Q000523:psychology*; D013663:Teaching