The present study explored whether competence beliefs and intrinsic motivation for different school domains show reciprocal effects over time. A sample of 670 German elementary school pupils (M= 8.8 years, SD= 0.51) was followed over 1 year. At 4 measurement occasions, children completed self-reports on their intrinsic motivation and competence beliefs for math, German, and school in general. Latent growth models revealed that intrinsic motivation and competence beliefs decreased over time. Comparing correlational and cross-lagged structural equation models yielded only weak evidence for cross-lagged influences between the 2 constructs. Results suggest that the developmental curves of competence beliefs and intrinsic motivation might be less inextricably interwoven than frequently assumed.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1111/j.1467-8624.2008.01205.x | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Feature Selection for Physical Activity Prediction Using Ecological Momentary Assessments to Personalize Intervention Timing: Longitudinal Observational Study.
JMIR Mhealth Uhealth
January 2025
Ludwig Boltzmann Institute for Digital Health and Prevention, Salzburg, Austria.
Background: There has been a surge in the development of apps that aim to improve health, physical activity (PA), and well-being through behavior change. These apps often focus on creating a long-term and sustainable impact on the user. Just-in-time adaptive interventions (JITAIs) that are based on passive sensing of the user's current context (eg, via smartphones and wearables) have been devised to enhance the effectiveness of these apps and foster PA.
View Article and Find Full Text PDFThe Brazilian Portuguese Version of the Behavioral Regulation in Exercise Questionnaire 3 (BREQ-3) Is Reliable and Valid for Assessing Motivational Regulations and Self-Determination in Exercise Among Adults Aged 50 Years or Older: A Methodological Study.
Int J Environ Res Public Health
January 2025
Graduate Program in Physical Therapy, Santa Catarina State University, Florianópolis 88080-350, Brazil.
The study aimed to investigate the reliability, construct, and discriminant validity of the Behavioral Regulation in Exercise Questionnaire 3 (BREQ-3) for evaluating motivational regulations and self-determination for exercise in Brazilian adults aged 50 years or older. The study assessed motivation for exercise, peripheral muscle strength, physical performance, functional capacity, cardiovascular fitness, and frailty phenotype. Two raters independently applied the BREQ-3.
View Article and Find Full Text PDFNetwork structure influences the strength of learned neural representations.
Nat Commun
January 2025
Department of Bioengineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA, 19104, USA.
From sequences of discrete events, humans build mental models of their world. Referred to as graph learning, the process produces a model encoding the graph of event-to-event transition probabilities. Recent evidence suggests that some networks are easier to learn than others, but the neural underpinnings of this effect remain unknown.
View Article and Find Full Text PDFThe Mediating Roles of Resilience and Flow in Linking Basic Psychological Needs to Tertiary EFL Learners' Engagement in the Informal Digital Learning of English: A Mixed-Methods Study.
Behav Sci (Basel)
January 2025
Faculty of Education, University of Macau, Macau SAR, China.
Resilience and flow are crucial in language education, yet most research focuses on formal learning environments, with limited studies on their impact in informal settings. This study explores the relationship between basic psychological needs and engagement in the context of informal digital English learning (IDLE). Using a mixed-methods design, data were collected from 512 Chinese EFL learners.
View Article and Find Full Text PDFCircular economy from scratch: A novel project-based learning method to increase motivation in metal recycling among industrial design students.
MethodsX
June 2025
Faculty of Design and Art, University of Wuppertal, 42119 Wuppertal, Germany.
Project-based learning, with its emphasis on 'learning by doing', is the dominant teaching method in industrial design. Learners are supposed to be motivated to tackle complex problems such as those in the dynamic field of sustainability. However, it is still unclear how the process of increasing motivation within projects can be systematically targeted for specific sustainability challenges and directed towards potential later pro-environmental behavior.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!