Mediating relationships between academic motivation, academic integration and academic performance

    Authors

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

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    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

    Share

    COinS