Title

Mediating relationships between academic motivation, academic integration and academic performance

Authors

Authors

M. H. Clark; S. C. Middleton; D. Nguyen;L. K. Zwick

Comments

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Abbreviated Journal Title

Learn. Individ. Differ.

Keywords

Academic motivation; Academic integration; Academic performance; Bootstrap mediation; First-year college students; COLLEGE-STUDENTS; VALIDITY EVIDENCE; SELF-EFFICACY; SCALE; EDUCATION; MODEL; ACHIEVEMENT; PERSISTENCE; METAANALYSIS; PERSONALITY; Psychology, Educational

Abstract

Using 81 first-year college students, researchers examined the indirect effects of seven types of academic motivation on academic performance when mediated by academic integration. When accounting for all other types of academic motivation in the statistical model, academic integration only mediated the relationship between intrinsic motivation to accomplish things and first-year grade point average (GPA). Therefore, students who attend college to gain a sense of accomplishment believe that college helps them develop intellectually and they perform well academically. However, when each motivation type was considered independently of the others, intrinsic motivation to know was also indirectly related to GPA, suggesting that students who enjoy learning are likely to perceive the intellectual benefits of college as well. (C) 2014 Elsevier Inc. All rights reserved.

Journal Title

Learning and Individual Differences

Volume

33

Publication Date

1-1-2014

Document Type

Article

Language

English

First Page

30

Last Page

38

WOS Identifier

WOS:000338614000004

ISSN

1041-6080

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