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Science adjustment, parental and teacher autonomy support and cognitive orientation

Jungert, Tomas LU and Koestner, Richard (2015) In Educational Psychology 35(3). p.361-376
Abstract
Research has shown that autonomy support has positive effects on academic

development, but no study has examined how systemising cognitive orientation

is related to important outcomes for science students, and how it may interact

with autonomy support. This prospective investigation considered how systemising and support from teachers and parents influence motivation, self-efficacy and science performance of science students. Totally, two hundred and eighty eight high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers’ autonomy support and systemising were significantly positively related to motivation, self-efficacy and... (More)
Research has shown that autonomy support has positive effects on academic

development, but no study has examined how systemising cognitive orientation

is related to important outcomes for science students, and how it may interact

with autonomy support. This prospective investigation considered how systemising and support from teachers and parents influence motivation, self-efficacy and science performance of science students. Totally, two hundred and eighty eight high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers’ autonomy support and systemising were significantly positively related to motivation, self-efficacy and achievement over time, while parental support for autonomy was not directly related to the outcomes. Finally, two significant interaction effects showed that the relation of parental autonomy support to motivation and self-efficacy was moderated by systemising. This is the first study to demonstrate that autonomy support may be especially helpful for individuals with an intrinsic disposition in a domain. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Educational Psychology
volume
35
issue
3
pages
361 - 376
publisher
Routledge
ISSN
0144-3410
language
English
LU publication?
yes
id
a871d8c6-b4ea-4a31-84cd-dc8f8b4e3102 (old id 5368279)
date added to LUP
2015-05-18 16:31:52
date last changed
2016-04-15 16:50:50
@article{a871d8c6-b4ea-4a31-84cd-dc8f8b4e3102,
  abstract     = {Research has shown that autonomy support has positive effects on academic<br/><br>
development, but no study has examined how systemising cognitive orientation<br/><br>
is related to important outcomes for science students, and how it may interact<br/><br>
with autonomy support. This prospective investigation considered how systemising and support from teachers and parents influence motivation, self-efficacy and science performance of science students. Totally, two hundred and eighty eight high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers’ autonomy support and systemising were significantly positively related to motivation, self-efficacy and achievement over time, while parental support for autonomy was not directly related to the outcomes. Finally, two significant interaction effects showed that the relation of parental autonomy support to motivation and self-efficacy was moderated by systemising. This is the first study to demonstrate that autonomy support may be especially helpful for individuals with an intrinsic disposition in a domain.},
  author       = {Jungert, Tomas and Koestner, Richard},
  issn         = {0144-3410},
  language     = {eng},
  number       = {3},
  pages        = {361--376},
  publisher    = {Routledge},
  series       = {Educational Psychology},
  title        = {Science adjustment, parental and teacher autonomy support and cognitive orientation},
  volume       = {35},
  year         = {2015},
}