Abstract
We examined the higher education (HE) socialisation process via the self-determination theory (SDT) perspective over a three-year period. Goal motives and learning climate (autonomy vs. control) were compared among freshmen, sophomore, junior, senior, and graduate cohorts for the study period. Multivariate analysis of variance (MANOVA) outcome on goal motives and the learning climate supports the natural socialisation process in the HE settings. Graduate and upper-division cohorts exhibit high-quality motives (high self-regulation) and experience higher autonomy support than the lower-division cohorts. Regression analysis revealed that goal motives and college satisfaction mediate the effect of learning climate on academic performance. While the socialisation processes and satisfaction are important determinants of academic success, different motivational systems are necessary for the successful progression of students to degree completion in HE.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
