Interpersonal and Intrapersonal Factors Associated with Autonomous Motivation in Adolescents' After-School Activities

Autor/inn/en	Beiswenger, Krista L.; Grolnick, Wendy S.
Titel	Interpersonal and Intrapersonal Factors Associated with Autonomous Motivation in Adolescents' After-School Activities
Quelle	In: Journal of Early Adolescence, 30 (2010) 3, S.369-394 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431609333298
Schlagwörter	School Activities; Mothers; Self Determination; Student Motivation; Friendship; Adolescents; Fathers; Interpersonal Relationship; Extracurricular Activities; Measures (Individuals); Peer Relationship; Well Being; Personal Autonomy; Role; Student Attitudes; Parent Child Relationship; Questionnaires; Grade 7 + Suchen Sie Ihr Suchwort? Mother; Mutter; Selbstbestimmung; Schulische Motivation; Freundschaft; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Außerunterrichtliche Aktivität; Messdaten; Peer-Beziehungen; Well-being; Wellness; Wohlbefinden; Individuelle Autonomie; Rollen; Schülerverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Fragebogen; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	This study explored interpersonal and intrapersonal factors associated with the level of autonomous motivation adolescents experience for their after-school activities. A total of 142 seventh-grade adolescents completed measures of peer relatedness, autonomy within friendships, mother and father autonomy support, perceived activity competence, autonomous motivation for their after-school activity, and subjective well-being. Autonomous motivation for after-school activity was associated with greater subjective well-being. Peer relatedness was positively related to adolescents' intrinsic and identified motivation for their after-school activities and inversely related to their introjected motivation, whereas neither mother nor father autonomy support predicted autonomous motivation. Perceived activity competence was also positively associated with intrinsic and identified motivation for after-school activity. Furthermore, autonomy within friendships mediated the relation between peer relatedness and autonomous motivation for after-school activity. Results suggest that peer relationships and perceived competence may have important roles in fostering experiences of autonomy and well-being in adolescence. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10