Mediating effect of autonomous motivation in learning

Jorge Vergara-Morales; Milenko Del Valle; Alejandro Díaz Mujica; Lennia Matos Fernández; María Victoria Pérez Villalobos

Mediating effect of autonomous motivation in learning

Jorge Vergara-Morales, Milenko Del Valle, Alejandro Díaz Mujica, Lennia Matos Fernández, María Victoria Pérez Villalobos

Sección de Psicología

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

The studies highlight the need to research the psychological mechanisms that intervene the learnings' development in the classroom. The aim of the study was to assess the mediating role of the types of regulation that compose the autonomous motivation, in the relation among the perception of autonomy support, academic satisfaction and academic performance perceived by university students. The participants were 229 first-year students from four Chilean universities. The mediating effect was assessed using the PROCESS macro for SPSS. The results indicated that both the intrinsic regulation and the identified regulation partially intervene the effect of the perception of autonomy support on academic satisfaction, but only the intrinsic regulation totally intervenes the effect on the academic performance. It is concluded that the types of autonomous regulation are mechanisms through which it is positively influenced the well-being and academic achievement of university students.

Original language	Spanish
Journal	Revista Electronica de Investigacion Educativa
Volume	21
State	Published - 1 Jan 2019

Cite this

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title = "Mediating effect of autonomous motivation in learning",

abstract = "The studies highlight the need to research the psychological mechanisms that intervene the learnings' development in the classroom. The aim of the study was to assess the mediating role of the types of regulation that compose the autonomous motivation, in the relation among the perception of autonomy support, academic satisfaction and academic performance perceived by university students. The participants were 229 first-year students from four Chilean universities. The mediating effect was assessed using the PROCESS macro for SPSS. The results indicated that both the intrinsic regulation and the identified regulation partially intervene the effect of the perception of autonomy support on academic satisfaction, but only the intrinsic regulation totally intervenes the effect on the academic performance. It is concluded that the types of autonomous regulation are mechanisms through which it is positively influenced the well-being and academic achievement of university students.",

author = "Jorge Vergara-Morales and {Del Valle}, Milenko and Mujica, {Alejandro D{\'i}az} and Fern{\'a}ndez, {Lennia Matos} and Villalobos, {Mar{\'i}a Victoria P{\'e}rez}",

year = "2019",

month = jan,

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language = "Espa{\~n}ol",

volume = "21",

journal = "Revista Electronica de Investigacion Educativa",

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TY - JOUR

T1 - Mediating effect of autonomous motivation in learning

AU - Vergara-Morales, Jorge

AU - Del Valle, Milenko

AU - Mujica, Alejandro Díaz

AU - Fernández, Lennia Matos

AU - Villalobos, María Victoria Pérez

PY - 2019/1/1

Y1 - 2019/1/1

N2 - The studies highlight the need to research the psychological mechanisms that intervene the learnings' development in the classroom. The aim of the study was to assess the mediating role of the types of regulation that compose the autonomous motivation, in the relation among the perception of autonomy support, academic satisfaction and academic performance perceived by university students. The participants were 229 first-year students from four Chilean universities. The mediating effect was assessed using the PROCESS macro for SPSS. The results indicated that both the intrinsic regulation and the identified regulation partially intervene the effect of the perception of autonomy support on academic satisfaction, but only the intrinsic regulation totally intervenes the effect on the academic performance. It is concluded that the types of autonomous regulation are mechanisms through which it is positively influenced the well-being and academic achievement of university students.

AB - The studies highlight the need to research the psychological mechanisms that intervene the learnings' development in the classroom. The aim of the study was to assess the mediating role of the types of regulation that compose the autonomous motivation, in the relation among the perception of autonomy support, academic satisfaction and academic performance perceived by university students. The participants were 229 first-year students from four Chilean universities. The mediating effect was assessed using the PROCESS macro for SPSS. The results indicated that both the intrinsic regulation and the identified regulation partially intervene the effect of the perception of autonomy support on academic satisfaction, but only the intrinsic regulation totally intervenes the effect on the academic performance. It is concluded that the types of autonomous regulation are mechanisms through which it is positively influenced the well-being and academic achievement of university students.

M3 - Artículo

SN - 1607-4041

VL - 21

JO - Revista Electronica de Investigacion Educativa

JF - Revista Electronica de Investigacion Educativa

ER -