000			01576cam a2200193 4500500
005			20250119102704.0
041			_afre
042			_adc
100	1	0	_aBlanchard, Serge _eauthor
700	1	0	_a Lieury, Alain _eauthor
700	1	0	_a Le Cam, Marion _eauthor
700	1	0	_a Rocher, Thierry _eauthor
245	0	0	_aMotivation and Self-Efficacy in 30,000 Middle Schoolers
260			_c2013.
500			_a10
520			_aTwo questionnaires were presented (national evaluation by the Ministry of Education in France, DEPP) to 31,120 students in grade 6 of the French “collège” (11.6 years): a questionnaire referring to self-efficacy (SE) and a motivation questionnaire referring to the self-determination theory (SDT). PCA confirms the three principal factors concerning the SEP: school SE, self-regulation, and social SE. PCA of motivation’s items produce three factors corresponding to intrinsic motivation, extrinsic motivation, and amotivation. The correlations reveal a reconciliation between the theories of Bandura (SEP) and Deci and Ryan (perceived competence) because the school SEP is correlated in a continuum with the forms of motivation (including amotivation). The perceived competence (or school SEP) is the best predictor of cognitive/school tests. Among the forms of motivation, amotivation is associated with the poorest scores on all tests.
786	0		_nBulletin de psychologie | Issue 523 | 1 | 2013-03-01 | p. 23-35 | 0007-4403
856	4	1	_uhttps://shs.cairn.info/journal-bulletin-de-psychologie-2013-1-page-23?lang=en&redirect-ssocas=7080
999			_c410511 _d410511