The goal of this study was to explore how personality variables moderate the relationship between need satisfaction, within the Self-Determination Theory framework, and academic performance. Students completed personality (Conscientiousness, Intellectual Openness, and Hardiness) and need satisfaction (Need for Competence and Need for Autonomy) measures in addition to a self-report of academic performance (GPA). As expected, Conscientiousness and Need for Competence both were found to have a positive effect upon GPA. Contrary to expectations, Intellectual Openness, Hardiness, and Need for Autonomy showed no relationship with academic performance. Consistent with the expectations of this study, the relationship between satisfaction of one's Need for Competence and one's GPA was moderated by Intellectual Openness. No moderating effects were found for Conscientiousness or Hardiness. These findings suggest that, while need satisfaction is often an important variable for many outcomes, it may not be universally necessary for academic performance.
|Commitee:||Pettibone, Jonathan, Segrist, Dan|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 52/04M(E), Masters Abstracts International|
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