Gender and Autonomy-Supportive Contexts: Theoretical Perspectives of Self-Determination and Goal Setting

Shinyi Lin, Yu-Chuan Chen


In integrating theoretical perspectives of self-determination and goal-setting, this study proposes a conceptual
model with moderating and mediating effects exploring gender issue in autonomy-supportive learning in higher
education as research context. In the proposed model, goal-setting attributes, i.e., individual determinants, social
determinants, and situational determinants, have substantial prediction on goal attainability and goal
commitment. Goal commitment has prediction on goal attainability. Additionally, perceived support mediates
the causal effect of goal-setting attributes on goal attainability. In other words, goal commitment has partial
mediating effect of goal-setting attributes on goal attainability. Further discussion and implications are also
included in the study.

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Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)


Copyright © Canadian Center of Science and Education

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