A comparative study on undergraduate students' academic motivation and academic self-concept

Spanish Journal of Psychology

Volumn 13, Issue 2, 2010, Pages 572-585

  Isiksal, Mine ^a  

^a MIDDLE EAST TECHNICAL UNIVERSITY   (Turkey)

Author keywords

Academic motivation; Academic self concept; Comparative study

Indexed keywords

EID: 78149461998     PISSN: 11387416     EISSN: 19882904     Source Type: Journal    
DOI: 10.1017/S1138741600002250     Document Type: Article

References (55)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
2. Areepattamannil, S., & Freeman, J. G. (2008). Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in the greater Toronto area secondary schools. Journal ofAdvanced Academics, 19, 700-743.
3. Benware, C. & Deci, E. L. (1984). The quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755-766.
4. Boshier, R. (1991). Psychometric properties of the alternative form of the education participation scale. Adult Education Quarterly, 41, 150-167.
5. Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. Adult Education Quarterly, 57, 141-158.
6. Chao, R. K. (1996). Chinese and European American mother's beliefs about the role of parenting in children's school success. Journal of Cross-Cultural Psychology, 27, 403-423.
7. Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy support in Russian and U.S. adolescents: Common effects on well-being and academic motivation. Journal of CrossCultural Psychology, 32, 618-635.
8. Cokley, K. (2000a). Examining the validity of the academic motivation scale by comparing scale construction to selfdetermination theory. Psychological Reports, 86, 560-564.
9. Cokley, K. (2000b). An investigation of academic self-concept and its relationship to academic achievement in African American college students. Journal of Black Psychology 26, 148-164.
10. Cokley, K. (2003). What do we know about the motivation of African American students? Challenging the "anti-intellectual" myth. Harvard Educational Review, 73, 524-558.
11. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: A motivational analysis of self-system processes. In M. Gunnar & A. Sroufe (Eds.) Minnesota symposium on child psychology. Hillsdale, NJ: Erlbaum.
12. Daoust, H., Vallerand, R. J., & Biais, M. R. (1988). Motivation and education: A look at some important consequences. Canadian Psychology, 29, 172.
13. Deci, E. L. (1992). On the nature and functions of motivation theories. Psychological Science, 3(3), 167-171.
14. Deci, E. L., & Ryan, R, M. (1985). Intrinsic motivation and selfdetermination in human behavior. New York: Plenum.
15. Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.
16. Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality, in: R. Dienstbier (Ed.) Nebraska Symposium on Motivation: Perspectives on motivation, (Vol. 38, pp.237-288). Lincoln, NE: University of Nebraska Press.
17. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuit: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
18. Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74, 580-590.
19. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346.
20. Dekker, S., & Fischer, R. (2008). Cultural differences in academic motivation goals: A meta-analysis across 13 societies. The Journal of Educational Research. 102 (2), 99-110.
21. Fazey, D. M., & Fazey, J. A. (2001). The potential for autonomy in learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26 (3), 345-361.
22. Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
23. Graham, S. (1997). Using attributes theory to understand social and academic motivation in African American youth. Educational Psychologist, 32, 21-34.
24. Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898.
25. Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95, 124-136.
26. Henderson, B. B., Marx, M. H., & Kim, Y. C. (1999). Academic interest and perceived competence in American, Japanese and Korean children. Journal of Cross-Cultural Psychology, 30, 32-50.
27. Hess, R. D., Chih-Mei, C., & McDevitt, T. M. (1987). Cultural variations in family beliefs about children's performance in mathematics: Comparison among People's Republic of China, Chinese-American, and Caucasian-American families. Journal of Educational Psychology, 79, 179-188.
28. Hofstede, G. (1980). Cultures consequences: International differences in work-related values. Beverly Hills, CA: Sage Publications.
29. Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366.
30. Kao, G. (1995). Asian Americans as model minorities? A look at their academic performance. American Journal of Education, 103, 121-159.
31. Kitayama, S., & Markus, H. R., & Kurokawa, M. (2000). Culture, emotion, and well-being: Good feelings in Japan and the United States. Cognition and Emotion, 14(1), 93-124.
32. Komarraju, M., Karau, S. J., & Ramayah, T. (2007). Crosscultural differences in the academic motivation of students in Malaysia and the United States. North American Journal of Psychology, 9(2), 275-292.
33. Lent, R. W., Brown, S. D., & Gore, P. A. (1997). Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self efficacy. Journal of Counseling Psychology, 44, 307-315.
34. Markus, H. R., & Kitayama, S. K. (1991). Culture and self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253.
35. Markus, H. R., & Kitayama, S. K. (2003). Culture, self, and the reality of the social. Psychological Inquiry, 14 (3-4), 277-283.
36. Marsh, H. W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81, 417-430.
37. Marsh, H. W., & Craven, R. G. (1997). Academic self-concept: Beyond the dustbowl. In G. Phye (Ed.) Handbook of classroom assessment: Learning, achievement and adjustment. Orlando, FL: Academic Press.
38. Michie, F., Glachan, M., & Bray, D. (2001). An evaluation of factors influencing the academic self-concept, self-esteem and academic stress for direct and re-entry students in higher education. Educational Psychology, 21(4), 455-472.
39. Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-53.
40. Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25, 92-104.
41. Rao, N., Moely, B. E., & Sachs, J. (2000). Motivational beliefs, study strategies, and mathematics attainment in high-and low achieving Chinese secondary school students. Contemporary Educational Psychology, 25, 287-316.
42. Reynolds, W. M., (1988). Measurement and academic self-concept in college students. Journal of Personality Assessment, 52(2), 223-240.
43. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classics definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
44. Shavelson, R. J., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, 3-17.
45. Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Selfconcept: Validation of construct interpretation. Review of Educational Research, 46, 407-441.
46. Shen, C. (2005). How American middle schools differ from schools of five Asian countries: Based on cross-national data from TIMSS 1999. Educational Research and Evaluation, 11(2), 179-199.
47. Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in three life domains: The role of parents' and teachers' autonomy support. Journal of Youth and Adolescence, 34, 589-604.
48. rd edition). New York: HarperCollins.
49. Vallerand, R. J. (1991). A motivational analysis of high school dropout. (Unpublished manuscript). Montreal: University of Quebec.
50. Vallerand, R. J., Biais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction et validation de l'Echelle de Motivation en Education [Construction and validation of the Academic Motivation Scale]. Canadian Journal of Behavioral Sciences, 21, 323-349.
51. Vallerand, R. J., Pelletier, L. G., Biais, M. R., Briere, N. M., Senecal, C., & Valleires, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education, Educational and Psychological Measurement, 52, 1003-1017.
52. Van Boven, L., & Gilovich, T. (2003). To do or to have? That is the question. Journal of Personality and Social Psychology, 55, 1193-1202.
53. Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31.
54. Wigfield, A., & Eceles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield, & J. S. Eceles (Eds.) Development of achievement motivation. San Diego, CA: Academic Press.
55. Wigfield, A., Eceles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A., Freedman-Doan, K., et al. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A three-year study. Journal of Educational Psychology, 89, 451-569.