Recursos personales y sociales interactuando de forma sinérgica para fomentar la motivación académica

Translated title of the contribution: Personal and social resources interplay synergistically to enhance academic motivation

Shameem Fatima, Humera Sharif, Gregory Zimet

Research output: Contribution to journalArticle

Abstract

Guided by self-determination theory, the present study examines independent and interactive roles of self-efficacy and perceived social support in predicting types of academic motivation. Data were collected from 325 university undergraduates in 18-23 years of age (M=21.09, SD=1.34) from the fifth biggest city of South Asia. Results showed the independent and interactive effects of self-efficacy and social support from friends and from a significant other on intrinsic academic motivation after controlling the potential confounding due to demographics. Social support from friends, but not from family and a significant other, independently predicted extrinsic academic motivation. Neither self-efficacy nor social support significantly predicted amotivation.

Original languageSpanish
Pages (from-to)196-226
Number of pages31
JournalInternational Journal of Educational Psychology
Volume7
Issue number2
DOIs
StatePublished - Jun 1 2018
Externally publishedYes

Fingerprint

Social Support
social support
Motivation
Self Efficacy
self-efficacy
resources
Personal Autonomy
South Asia
self-determination
Demography
university

Keywords

  • Amotivation
  • Extrinsic motivation
  • Intrinsic motivation
  • Self-efficacy
  • Social support

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Recursos personales y sociales interactuando de forma sinérgica para fomentar la motivación académica. / Fatima, Shameem; Sharif, Humera; Zimet, Gregory.

In: International Journal of Educational Psychology, Vol. 7, No. 2, 01.06.2018, p. 196-226.

Research output: Contribution to journalArticle

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