Abstract
The authors examined relations among motivational styles and school adjustment in a sample of 786 7thand 8th grade U.S. students. Specifically, the authors tested the hypothesis that agency beliefs mediaterelations between styles of motivational self-regulation (i.e., intrinsic, identified, introjected, and extrin-sic) and school adjustment (school grades, school well-being, and positive and negative affect). Astructural equation model testing this hypothesis indicated that agency beliefs about ones effort mediatethe relations between the styles and positive school adjustment. By contrast, the extrinsic style was notmediated by agency beliefs but reflected adverse low-magnitude direct effects on all of the outcomesexcept positive affect. Overall, the model strongly predicted school adjustment, and adherence to theidentified motivational style was particularly important.
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