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Session Information 32 SES Contribution This study aimed to investigate the moderating effect of academic achievement goal on the relationship between autonomy support and learning engagement. Specifically, the purpose of this study comprises: To investigate the relationship between students' autonomy support and learning engagement. To explore how academic achievement goal affect students' autonomy support.
To explore how academic achievement goal affect students' learning engagement. To explore the correlation of academic achievement goal on the relationship between autonomy support and learning engagement. To explore moderating effect of academic achievement goal between autonomy support and learning engagement. Is academic achievement goal a moderating variable among autonomy support included autonomous motivation and perceived autonomy support and learning engagement?
Method participants were distributed to three grades of high school students school calendar in central Taiwan.
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In the study, normal distribution, means and standard deviations of the items are first presented with descriptive statistics. SEM was carried out in the study because it can test complex relations in multivariate designs. Expected Outcomes The scores of behavioral engagement and self-avoidance goal are the highest.
In terms of gender, male and female students are significant difference on behavioral engagement only; in terms of grades, first and third grade have significant differences on perceived autonomy support and behavioral engagement, also, behavioral engagement of second grade students have better performance than third grade students.
Research has revealed significant correlations between academic achievement goal, perceived autonomy support and learning engagement to high school students. To examine the complex correlations between the three construct, a confirmed model for the purpose of the study is suggested.
Thee model is based on the structural equation modeling discussed in the previous chapter and shows ideal goodness of fit. By the relationship among academic achievement goals, perceived autonomy support, and learning engagement of high school students, researcher figures out that: students' perceived autonomy support is positively correlated to academic achievement goal. Students' academic achievement and learning engagement has a positive correlation; students' perceived autonomy support is positively correlated to learning engagement, and also matched the hypothesis in this study.
In addition, students' academic achievement goal is the mediated variable of perceived autonomy support and learning engagement and has some indirect effects; students' academic achievement goals are indeed played a moderating effect between perceived autonomy support learning engagement. Lee-Fong Chong presenting.
Duc-Hieu Nguyen. Chih-hung Wang.go to site
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Yilu Lee. Yen-Lin Wang. Didactics — Learning and Teaching Network Conceptualizing and Measuring Indicators of Positive Development , part of the Search Series on Developmentally Attentive Community and Society, focuses on how scholars and practitioners can begin to build rigorous measures of the healthy behaviors and attitudes that result in positive outcomes for children and youth. The volume is presented in five parts:. Conceptualizing and Measuring Indicators of Positive Development is an important volume for researchers and practitioners—in fact, for anyone interested and involved in working with children and adolescents.
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