Relations of University Studnets' Goal Orientations and Perceptions of Teacher's Autonomy Support to Studnets' Motivation and Academic Behaviors

Abstract

Relations of University Students' Goal Orientations and Perception of Teacher's Autonomy Support to Students' Motivation and Academic Behaviors This study explored the relation of college student' achieve ment goal orientations and perception of teacher's autonomy support to students' motivation and academic behaviors includ ing instrinsic motivation, deep strategy use, test anxiety and memorization. Perception of teachers' autonomy support was best predictive of instrinsic motivation and deep strategy use. When the variances accounted by goal orientations were taken into consideration in order to compare and constrast the ef fect of perception of autonomy support and goal orientations on achievement behaviors, college students' personal goal ori entation remained as the best predictor of all four academic be haviors. There was also interaction between perception of au tonomy support and goal orientaions. Each of these interactions and their implications were discussed.