The school-subject-specificity hypothesis: Implication in the relationship with grades.

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  • Author(s): Chanal J;Chanal J;Chanal J; Paumier D; Paumier D
  • Source:
    PloS one [PLoS One] 2020 Apr 21; Vol. 15 (4), pp. e0230103. Date of Electronic Publication: 2020 Apr 21 (Print Publication: 2020).
  • Publication Type:
    Journal Article
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Public Library of Science Country of Publication: United States NLM ID: 101285081 Publication Model: eCollection Cited Medium: Internet ISSN: 1932-6203 (Electronic) Linking ISSN: 19326203 NLM ISO Abbreviation: PLoS One Subsets: MEDLINE
    • Publication Information:
      Original Publication: San Francisco, CA : Public Library of Science
    • Subject Terms:
      Academic Success* ; Achievement* ; Models, Theoretical* ; Schools* ; Surveys and Questionnaires*; Adolescent ; Child ; Humans ; Male
    • Abstract:
      The aim of the present study was to examine the implication of the differences in autonomous and controlled motivation specificity in their relationships with student's grades. The school-subject-specificity hypothesis postulates that the more autonomous the regulation is, the more specific to a school subject it is. 579 junior high school children were asked to complete a questionnaire assessing their motivation at the academic level as well as at the situational level (i.e., French, mathematics, English, and physical education), both simultaneously. As expected, results from structural equation modeling revealed that autonomous motivation was more specific to the situational level than controlled motivation. Moreover, results showed that the more specific the regulations are, the more relationships with students' grades can be found. Therefore, this study offers a new understanding of previous results between autonomous and controlled regulations with grades and of the relationships between academic self-concepts, academic achievement and motivation.
      Competing Interests: The authors have declared that no competing interests exist.
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    • Publication Date:
      Date Created: 20200422 Date Completed: 20200629 Latest Revision: 20200629
    • Publication Date:
      20240105
    • Accession Number:
      PMC7173871
    • Accession Number:
      10.1371/journal.pone.0230103
    • Accession Number:
      32315301