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Direct linkPei-Jung Wang; Hua-Fang Liao; Li-Chiou Chen; Lin-Ju Kang; Lu Lu; Karen Caplovitz Barrett – American Journal on Intellectual and Developmental Disabilities, 2024
Motivation is a key factor for child development, but very few studies have examined child and family predictors of both child task and perceived motivation. Thus, the three aims of this 6-month longitudinal study in preschoolers with global developmental delays (GDD) were to explore: 1) differences between task and perceived motivation in…
Descriptors: Preschool Children, Preschool Education, Developmental Delays, Child Development
Cho, YoonJung; Kim, Minseong – Educational Psychology, 2019
The purpose of the study was to investigate the longitudinal reciprocal relationship between achievement goals and self-determined motivation of students transitioning from middle school to high school. Participants were 3343 students from 9th to 11th grade. The overall results showed that varying degrees of self-determined motivation from middle…
Descriptors: Goal Orientation, Self Determination, Longitudinal Studies, Student Motivation
Madjar, Nir; Chohat, Ronny – Educational Psychology, 2017
The current study aimed to explore the concept of transition self-efficacy, which is defined as individuals' subjective evaluation of their ability to execute the actions required for a successful transition from elementary to middle school. The study followed a sample of 128 sixth-grade students for 2 consecutive years (before and after the…
Descriptors: Middle School Students, Academic Achievement, Academic Ability, Self Concept
