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09-10-2019 | Empirical Research

Searching for Autonomy before the Transition to Higher Education: How do Identity and Self-Determined Academic Motivation Co-Evolve?

Auteurs: Cécile Kindelberger, Claire Safont-Mottay, Lyda Lannegrand-Willems, Jean-Michel Galharret

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 4/2020

Abstract

Identity and academic motivation are particularly at stake before the major transition to higher education. However, few studies have explored their changes and their longitudinal bidirectional links. To fill this gap, a three-wave study from the end of the 11th grade to the end of the 12th grade was conducted to explore changes in identity processes and academic motivation and to investigate how they might be interconnected over time. 599 adolescents (mean age 17.4; 59% girls) completed questionnaires containing measures about identity processes and three types of academic motivation: autonomous, controlled, and impersonal. Throughout the study span of one year, four identity processes increased: commitment making, identification with commitment, exploration in breadth and exploration in depth, while the process of ruminative exploration decreased. Simultaneously, late adolescents encountered an increase in impersonal motivation, more salient for boys. The results also revealed unidirectional links from motivation to identity processes, with no gender or age moderator effects: exploration in breadth and exploration in depth were positively predicted by autonomous motivation, ruminative exploration was positively predicted by autonomous, controlled, and impersonal motivation. In addition, impersonal motivation negatively predicted commitment making. On the other hand, identification with commitment positively predicted autonomous motivation. Practical implications are discussed.

vorige artikel Patterns of Young Adult Social Roles Transitions Across 24 Months and Subsequent Substance Use and Mental Health

volgende artikel Ethnic Socialization, Family Cohesion, and Ethnic Identity Development Over Time among Latinx Adolescents

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Titel: Searching for Autonomy before the Transition to Higher Education: How do Identity and Self-Determined Academic Motivation Co-Evolve?
Auteurs: Cécile Kindelberger
Claire Safont-Mottay
Lyda Lannegrand-Willems
Jean-Michel Galharret
Publicatiedatum: 09-10-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 4/2020
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-019-01137-5

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Searching for Autonomy before the Transition to Higher Education: How do Identity and Self-Determined Academic Motivation Co-Evolve?

Abstract

Andere artikelen Uitgave 4/2020

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