Relations among personal agency, motivation, and school adjustment in early adolescence

By Theodore A. Walls, T. Little. 2005

130 citations recorded by the source corpus.

The authors examined relations among motivational styles and school adjustment in a sample of 786 7thand 8th grade U.S. students. Specifically, the authors tested the hypothesis that agency beliefs mediaterelations between styles of motivational self-regulation (i.e., intrinsic, identified, introjected, and extrin-sic) and school adjustment (school grades, school well-being, and positive and negative affect). Astructural equation model testing this hypothesis indicated that agency beliefs about ones effort mediatethe relations between the styles and positive school adjustment. By contrast, the extrinsic style was notmediated by agency beliefs but reflected adverse low-magnitude direct effects on all of the outcomesexcept positive affect. Overall, the model strongly predicted school adjustment, and adherence to theidentified motivational style was particularly important.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/615b6af709bcba98c4c1724e4e9fa7a1b6fba5be

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Citations in the corpus

Developing Moral Agency through Narrative (2010, background): “As with control-oriented assessments, when people have a sense that their actions are self-determined, they also typically show bet- Human Development 2010;53:55–80 58 Pasupathi/Wainryb ter outcomes, and to some extent these relations may involve mediation by agency beliefs [Walls & Little, 2005].”
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization (2018, background): “The affective character of intrinsic motivation makes it especially critical for learners’ task absorption (Kowal & Fortier, 1999), well-being (Burton, Lydon, D’Allesandro, & Koestner, 2006; Walls & Little, 2005), and creativity (de Jesus, Rus, Lens, & Imaginario, 2013).”
Forms and Functions of Aggression in Adolescent Friendship Selection and Influence: A Longitudinal Social Network Analysis: Aggression and Adolescent Friendships (2009, background): “…were initially collected in grades six through nine of a medium-sized urban, residential, and commercial community in the North East of the USA (see Walls & Little, 2005) and was representative of this ethnically and socioeconomically diverse district (64 percent European Americans, 17 percent…”
Flourishing: Achievement-related correlates of students’ well-being (2009, result): “This latter finding is consistent with those reported elsewhere (Walls & Little, 2005; Wheeler & Magaletta, 1997).”
Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis (2007, background): “Because research has shown that women are usually more autonomous than men in the educational context (e.g., Vallerand et al., 1997; Walls & Little, 2005 ), we expected female students to be more highly represented in autonomous and combined profiles.”
Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, unknown): “…(Bandura, 1997; Chen & Zimmerman, 2007), self-discipline (Duckworth & Seligman, 2005; Wolters, 1999), attribution for success/failure (Borkowski, Weyhing, & Carr, 1988; Carr et al., 1991; Weiner, 2004), goal orientation (Walls & Little, 2005), and outcome expectancies (Wigfield & Eccles, 2002).”
Factors Influencing Academic Motivation of Ethnic Minority Students: A Review (2018, background): “As per SDT, people can be intrinsically motivated to learn new things and students who are intrinsically motivated show enjoyment and satisfaction when learning and utilizing their capabilities (Ryan & Deci, 2000; Walls & Little, 2005).”
A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation (2014, unknown): “…(Cokley, Bernard, Cunningham, & Motoike, 2001; D'Ailly, 2003; Fortier, Vallerand, & Guay, 1995; Grolnick, Ryan, & Deci, 1991; Hardre & Reeve, 2003; Noels, Clement, & Pelletier, 1999; Otis et al., 2005; Petersen, Louw, & Dumont, 2009; Soenens & Vansteenkiste, 2005; Walls & Little, 2005).”