Reciprocal Effects among Perceived Support, Motivational Regulation and Accountancy Competence: A Longitudinal Study
Sprache des Vortragstitels:
Annual Meeting of the American Educational Research Association Philadelphia 2014
Sprache des Tagungstitel:
The analysis of reciprocal effects between the characteristics of learning environment (i.e., provided autonomy) and students? characteristics (i.e., intrinsic motivation) represents a current topic in educational research. Few studies have examined the reciprocal relationships between teachers? support of students? psychological needs (Deci & Ryan, 1985) and students? behavior, emotions and performance (Skinner & Belmont, 1993; Jang, Kim, & Reeve, 2012). However, there are no longitudinal studies that have examined the effects of students? motivational regulation on teachers? behavior (i.e., the support of students? psychological needs; Pelletier, Séguin-Lévesque, & Legault, 2002). Therefore, the aim of the current study was to analyze these effects by testing the assumptions of the Motivation Mediation Model (Figure 1) at upper secondary level in Austria.