Title
Mediating Relationships Between Academic Motivation, Academic Integration And Academic Performance
Keywords
Academic integration; Academic motivation; Academic performance; Bootstrap mediation; First-year college students
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. © 2014 Elsevier Inc.
Publication Date
1-1-2014
Publication Title
Learning and Individual Differences
Volume
33
Number of Pages
30-38
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1016/j.lindif.2014.04.007
Copyright Status
Unknown
Socpus ID
84901852260 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/84901852260
STARS Citation
Clark, M. H.; Middleton, Steven C.; Nguyen, Daniel; and Zwick, Lauren K., "Mediating Relationships Between Academic Motivation, Academic Integration And Academic Performance" (2014). Scopus Export 2010-2014. 9424.
https://stars.library.ucf.edu/scopus2010/9424