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The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners
Thesis (PhD)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613648512352256 |
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| access_status_str | Open Access |
| author2 | Human-Vogel, Salome |
| author_browse | Human-Vogel, Salome |
| author_facet | Human-Vogel, Salome |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/62886 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:29.475Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/62886 The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners Human-Vogel, Salome u23020157@tuks.co.za Niemiec, Christopher Meiring, Corne Jeanne Autonomous motivation Basic psychological needs Self-Determination theory Meaningful commitment UCTD Academic commitment Self-determination theory (SDT) Academic achievement Learner engagement Secondary school learners Educational psychology Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 Thesis (PhD)--University of Pretoria, 2017. The purpose of the present study was to assess the associations between academic commitment theory (operationalised as meaningful commitment) (Human-Vogel & Rabe, 2015), and self-determination theoretical constructs (operationalised through need support, need satisfaction, autonomous self-regulation and perceived competence) (Deci & Ryan, 2000) in predicting the academic achievement levels of South African Gr 11 and 12 learners. Data was collected on two occasions; participants initially completed a survey and I then obtained their average academic marks. Participants reported average to higher levels of measured constructs and responses on all measurements displayed a normal distribution. I used path analysis to test two hypothesised and several additional models. The results indicated that neither autonomous self-regulation nor meaningful commitment directly predicted academic achievement but that both constructs indirectly predicted academic achievement through basic psychological need satisfaction and perceived competence. Meaningful commitment, furthermore, predicted twice as much variance in need satisfaction as autonomous self-regulation, and was a significant predictor of autonomous motivation. The findings of this study provide some insight into the role of meaning in self-determination theory, as well the organising role of meaningful commitment in self-regulating behavioural choices. These findings may also help educators and policy makers to create learning environments in which learners’ need for meaning and self-determination is supported, so that they can achieve academic success. Methodologically, the present study contributes to the validation of the meaningfulness subscale and the application of self-determination theory instruments in a South African context. es2026 Educational Psychology PhD Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-08: Decent work and economic growth 2017-10-24T09:14:05Z 2017-10-24T09:14:05Z 2017-09-07 2017 Thesis Meiring, CJ 2017, The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/62886> S2017 http://hdl.handle.net/2263/62886 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Autonomous motivation Basic psychological needs Self-Determination theory Meaningful commitment UCTD Academic commitment Self-determination theory (SDT) Academic achievement Learner engagement Secondary school learners Educational psychology Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners |
| title | The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners |
| title_full | The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners |
| title_fullStr | The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners |
| title_full_unstemmed | The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners |
| title_short | The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners |
| title_sort | relation between academic commitment self determination and academic achievement in grade 11 and 12 learners |
| topic | Autonomous motivation Basic psychological needs Self-Determination theory Meaningful commitment UCTD Academic commitment Self-determination theory (SDT) Academic achievement Learner engagement Secondary school learners Educational psychology Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 |
| url | http://hdl.handle.net/2263/62886 |