Théorie de l’autodétermination et modèle multimodal d’engagement : un pairage prometteur pour mieux comprendre les liens entre motivation et engagement scolaires chez des étudiants universitaires

ConclusionLa discussion soutient la pertinence d’utiliser conjointement ces deux modèles afin de contribuer à une compréhension fine et nuancée du fonctionnement psychologique d’étudiants universitaires. Des hypothèses identitaires sont également soulevées pour expliquer les résultats.AbstractIntroductionPsychological mechanisms associated with academic motivation and academic commitment constitute promising targets for the understanding of the undergraduate students’ well being, during a particularly critical adulthood developmental period in terms of identity formation and vulnerability to psychopathologies.ObjectiveThe present study explored the associations between the self-determination theory's seven academic types of motivation and the multimodal commitment model's three modes of academic commitment among undergraduate students.MethodData were collected via self-reported questionnaires from a sample of 188 undergraduate students. Multiple regression analyses were performed.ResultsAlthough several results supported the initial hypotheses, some were surprising, namely that some highly self-determined types of motivation were positively associated with some commitment difficulties.ConclusionThe discussion emphasizes the relevance of the combined use of these models to capture a rich and nuanced comprehension of psychological functioning among undergraduate students. A number of identity hypotheses are also formulated to explain the results.

Source: European Review of Applied Psychology - July 10, 2018 Category: Psychiatry & Psychology Source Type: research