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

Abstract

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.