Does self-efficacy contribute to the development of students’ motivation across the transition from secondary to higher education?

The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance

It is well established that students' motivation for writing is a key predictor of their writing performance. The aim of the current study is to study and map the relations underlying different motivational constructs (i.e., implicit theories, achievement goals, self-efficacy, and writing motives) and to investigate how these contribute to students' writing performance. For that, 390 Flemish students in stage three of the academic track of secondary education (16-18  years old) completed questionnaires measuring their implicit theories of writing, achievement goals, self-efficacy for writing, and writing motives. Furthermore, they completed an argumentative writing test. Path analysis revealed statistically significant direct paths from (1) entity beliefs of writing to performance avoidance goals (β = 0.23), (2) mastery goals to self-efficacy for writing (β _{argumentation} = 0.14, β _regulation = 0.25, β _conventions = 0.18), performance-approach goals to self-efficacy for writing (β _{argumentation} = 0.38, β _regulation = 0.21, β _conventions = 0.25), and performance-avoidance goals to self-efficacy for writing (β _{argumentation} = -0.30, β _regulation = -0.24, β _conventions = -0.28), (3) self-efficacy for regulation to both autonomous (β = 0.20) and controlled motivation (β = -0.15), (4) mastery goals to autonomous motivation (β = 0.58), (5) performance approach and avoidance goals to controlled motivation (β = 0.18; β = 0.35), and (6) autonomous motivation to writing performance (β = 0.11). This study moves the field of writing motivation research forward by studying the contribution of implicit theories, achievement goals, and self-efficacy to students' writing performance, via writing motives.

What Influences Children's Physical Activity? Investigating the Effects of Physical Self-Concept, Physical Self-Guides, Self-Efficacy, and Motivation

Physical fitness self-concept (PFSC) is an important predictor of motivation and physical activity in children. Recent studies revealed that not only PFSC but also its interplay with perceptions of one's ideal and ought physical fitness self are related to motivation and physical activity. As the meaning of ideal and ought selves in children is yet unclear, this study aimed to investigate how PFSC, ideal physical fitness self, and ought physical fitness self are related to children's motivation and physical activity. Six hundred forty-five children (Mage = 8.87 years) filled out questionnaires twice with an interval of approximately 8 months. Polynomial regression with response surface analyses and mediation analyses was conducted. Results showed that PFSC, rather than ideal and ought self-perceptions, is associated with autonomous motivation, self-efficacy, and physical activity. The relationship between PFSC and physical activity was mediated by self-efficacy. Findings indicate that physical activity promotion programs should include PFSC and self-efficacy enhancement in childhood.

Trajectories of subject-interests development and influence factors in higher education

It is a well-studied phenomenon, that throughout the course of studying at university, the motivation for the study program decreases. Correlation between motivation and learners' behaviour, for example the learning process, achievement or, in the worst case, dropout exist. So there is a need for understanding the development of motivation in detail, like that of subject-interests, and for identifying influence factors, especially for higher education. This panel study examined the development of 4,345 students in higher education. Growth mixture models for subject-interests identify two classes of trajectories: "descending interest" and "continuously high interest". In a next step, the analysis shows that gender, university entrance score, academic field and occupational aspiration influence membership of the classes. The results are discussed with respect to their consequences for education programs, but also with respect to possible new research questions.