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Science adjustment, parental and teacher autonomy support and the cognitive orientation of science students
Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
McGill University, Canada.
2015 (English)In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 35, no 3, 361-376 p.Article in journal (Refereed) Published
Abstract [en]

Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemising and support from teachers and parents influence motivation, self-efficacy and science performance of science students. Totally, two hundred and eighty eight high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers autonomy support and systemising were significantly positively related to motivation, self-efficacy and achievement over time, while parental support for autonomy was not directly related to the outcomes. Finally, two significant interaction effects showed that the relation of parental autonomy support to motivation and self-efficacy was moderated by systemising. This is the first study to demonstrate that autonomy support may be especially helpful for individuals with an intrinsic disposition in a domain.

Place, publisher, year, edition, pages
Taylor and Francis (Routledge): SSH Titles , 2015. Vol. 35, no 3, 361-376 p.
Keyword [en]
self-efficacy; parental autonomy support; motivation; science students; teacher autonomy support; systemising cognitive orientation
National Category
Basic Medicine
URN: urn:nbn:se:liu:diva-117645DOI: 10.1080/01443410.2013.828826ISI: 000352848000006OAI: diva2:811563
Available from: 2015-05-12 Created: 2015-05-06 Last updated: 2015-06-30

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