Date of Award

1-1-2020

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (viii, 127 pages) : illustrations.

Dissertation/Thesis Chair

David Y Dai

Committee Members

Yan Zheng, Mariola Moeyaert

Keywords

Achievement Goal Theory, Goal Setting Theory, Implicit sense of gratification, Self-Determination Theory, Motivation in education, Motivation (Psychology), Achievement motivation, Goal (Psychology), Autonomy (Psychology)

Subject Categories

Educational Psychology

Abstract

The main purpose of this study was to explore the relationship among key concepts from three motivation theories— mastery and performance goal orientation from Achievement Goal Theory (AGT, Elliot & McGregor, 2001), proximal and distal goal setting from Goal Setting Theory (GST; Locke & Latham, 1990), and academic intrinsic motivation based on the Self-Determination Theory (SDT; Deci & Ryan, 1985). The study also examined moderating effects by gender and grade level difference on the relationship between proximal goal setting and academic intrinsic motivation. Implicit sense of gratification, a new concept proposed in this study, was used to test the mediation effect from general goal setting preference to academic intrinsic motivation. Structural equation modeling was run to investigate concepts integration and the moderation and mediation effects.

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