The role of the learning environment in adolescents’ motivational development

Abstract Past research has continuously shown that motivation in school declines across adolescence. To counteract potential educational practice, the present study examines motivational development of early and middle adolescent students within one year two distinctive learning environments: a conventional teacher-directed environment an individualized student-directed based on competency matrices. Based sample 1153 ( M age = 13.97, SD 1.37, 49% girls) from grades 7 to 10, latent change analyses were conducted examine within-school changes general self-efficacy intrinsic value. Significant interaction effects suggest trajectories may diverge consistent have been demonstrated by past research. Students both environments differed their self-efficacy, but not