This research tested a path model for how rural high school students’ self-perceptions and environmental perceptions influence their course-related interest, school engagement, and ultimately, post-graduation intentions. Participants were 414 students in all four grades, in 10 rural, public high schools. Correlation and path analyses (in LISREL 8.58) were utilized to identify significant paths ...

The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, M age = 13.71, SD = 0.53, age span 12-15 years) from the state of Brandenburg and 389 students from Quebéc (55.9%...

The Eccles' expectancy-value model posits that a cascade of mechanisms explain associations between parents' beliefs and youths' achievement-related behaviors. Specifically, parents' beliefs predict parents' behaviors; in turn, parents' behaviors predict youths' motivational beliefs, and youths' motivational beliefs predict their behaviors. This investigation focused on testing this model with ...

Grounded in achievement goal theory and self-determination theory, this cross-sectional study examined the relationship between perceived motivational climate and individuals' motivation as well as the mediation effect of psychobiosocial states as conceptualised within the individual zones of optimal functioning (IZOF) model. Young students (N = 167, age range 14-15 years) taking part in physic...

The shift of tasks from primary care physicians to practice nurses and the continuing incease in the numbers of women involved in medical care may have consequences for the provision of health care and communication. The aim of the present study was to examine potential differences in female practice nurses' application of communication skills, practice guidelines, and motivational interviewing...

Language learning research in Japan has categorized students’ motivational orientations as multifaceted and leaning towards extrinsic orientations. Meanwhile, as self-determination theory correlates intrinsic motivation to academic success, we argue that enhancing intrinsic motivation is necessary to foster autonomous learners. Many studies categorize motivational orientations, but rarely, have...