Previous research revealed that internalized symptoms of depression and anxiety are associated with adolescents' academic motivation. However, a gap remains regarding the longitudinal relationships between students internalized symptoms and their motivational functioning. Using achievement goals to conceptualize motivational functioning, this study examined the longitudinal relationships between adolescents' trajectories of achievement goals and their symptoms of depression and anxiety over a 6-year period. The sample included 762 students (55% girls) who completed an annual survey across adolescence (M age at Time 1 ϭ 11.80 years, SD ϭ 0.44). Growth curve analyses with time-varying covariates revealed that an increase in students' depression symptoms predicted a decrease in their mastery goals, while an increase in their anxiety symptoms predicted an increase in their performanceapproach and avoidance goals. Results were robust when controlling for students' gender, perceived classroom goal structures, and age. These findings corroborate, from a longitudinal perspective, theoretical frameworks that linked student motivation and emotions, and emphasize the importance of considering trajectories of adolescent symptoms of depression and anxiety in understanding their motivational development across adolescence.

No abstract

No abstract

Objective: This study examined the prospective relationship from student inattention symptoms to changes in their psychological need satisfaction (PNS) during their transition to secondary school. In doing so, it has explored whether this temporal association was moderated by teachers’ involvement (TI). Method: A sample of 688 students (46% male; Mage = 11.82) followed in Grade 6 and Secondary 1 was selected from a stratified random list. Results: Inattention symptoms predicted a decrease in autonomy and competence need satisfaction, after adjusting for gender, anxiety, aggression, and PNS at baseline. In addition, TI in Secondary 1 attenuated the association between inattention and autonomy need satisfaction decline. TI also predicted a smaller decrease in competence need satisfaction, over and above the contribution of inattention. Conclusions: Results support the importance of TI in PNS of students who are struggling with inattention throughout a critical transition. Implications for educational practices and research are discussed.

No abstract