Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 278-286 |
| Journal | Learning and Individual Differences |
| Volume | 32 |
| Early online date | 4 Apr 2014 |
| DOIs | |
| Publication status | E-pub ahead of print - 4 Apr 2014 |
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Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics. / McGeown, Sarah P; Putwain, Dave; Geijer Simpson, E; Boffey, E; Markham, J; Vince, A.
In: Learning and Individual Differences, Vol. 32, 04.04.2014, p. 278-286.Research output: Contribution to journal › Article
TY - JOUR
T1 - Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics
AU - McGeown, Sarah P
AU - Putwain, Dave
AU - Geijer Simpson, E
AU - Boffey, E
AU - Markham, J
AU - Vince, A
PY - 2014/4/4
Y1 - 2014/4/4
N2 - This study examined the factors predicting intrinsic and extrinsic academic motivation among secondary school students. In total, 455 students completed questionnaires measuring intrinsic and extrinsic academic motivation, Big Five personality traits and self-efficacy. In addition, demographic information (sex, age and socioeconomic status) was obtained. Overall, self-efficacy and personality (specifically conscientiousness) predicted significant variance in intrinsic motivation, while only self-efficacy predicted significant variance in extrinsic motivation; self-efficacy and personality predicted more variance in intrinsic than extrinsic motivation. Demographic variables (sex, age and SES) were not significant predictors of academic motivation. Implications for raising academic motivation among secondary school aged students are discussed.
AB - This study examined the factors predicting intrinsic and extrinsic academic motivation among secondary school students. In total, 455 students completed questionnaires measuring intrinsic and extrinsic academic motivation, Big Five personality traits and self-efficacy. In addition, demographic information (sex, age and socioeconomic status) was obtained. Overall, self-efficacy and personality (specifically conscientiousness) predicted significant variance in intrinsic motivation, while only self-efficacy predicted significant variance in extrinsic motivation; self-efficacy and personality predicted more variance in intrinsic than extrinsic motivation. Demographic variables (sex, age and SES) were not significant predictors of academic motivation. Implications for raising academic motivation among secondary school aged students are discussed.
U2 - 10.1016/j.lindif.2014.03.022
DO - 10.1016/j.lindif.2014.03.022
M3 - Article
VL - 32
SP - 278
EP - 286
JO - Learning and Individual Differences
JF - Learning and Individual Differences
SN - 1041-6080
ER -