[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597487-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-597487-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","academic-motivation-in-post-secondary-students-effects-of-career-outcome-expectations-and-aspirations","Academic motivation in post-secondary students - Effects of career outcome expectations and aspirations","","Using a social cognitive theory framework, the study examines how career outcome expectations (COE) and aspiration to enter a science, technology, or math (STM) career influence postsecondary academic motivation. Online data were collected from 380 students in Canada and the United States. Covariance analyses indicate that students with high COE and STM aspiration report greater intrinsic and extrinsic academic motivation than other students. Results also suggest that supporting successful career-outcome expectations and fostering interest in STM can benefit motivation, with limitations and implications discussed.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/academic-motivation-in-post-secondary-students-effects-of-career-outcome-expectations-and-aspirations/597487/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/academic-motivation-in-post-secondary-students-effects-of-career-outcome-expectations-and-aspirations/597487.png","ImageObject",300,407,{"name":42,"@type":43},"pop out","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study investigate about postsecondary academic motivation?","Question",{"text":62,"@type":63},"It examines how career outcome expectations and aspiration to enter a science, technology, or math (STM) career affect students’ academic motivation.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the research data collected and from whom?",{"text":67,"@type":63},"Data were collected online from a sample of 380 postsecondary students in Canada and the United States.",{"name":69,"@type":60,"acceptedAnswer":70},"What do the results suggest about students with high COE and STM aspirations?",{"text":71,"@type":63},"Students with high career outcome expectations and STM aspirations show higher intrinsic and extrinsic academic motivation than other students.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},597487,1792162333,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Academic motivation in post-secondary students: Effects of career outcome  \nexpectations and type of aspiration  \nJosé F. Domene  \nUniversity of New Brunswick  \nKrista D. Socholotiuk  \nUniversity of British Columbia  \nLyndsayA. Woitowicz  \nTrinity Western University  \nAuthors’Note  \nThis research was made possible in part by funding from the Canada Research Chairs program. A preliminary version of this study was presented at the International Congress of Applied Psychology, July 13, 2010, Melbourne, Australia.  \nAbstract  \nUsing a social cognitive theory framework, we examined the effects of career outcome expectations (COE) and aspiration to enter a science, technology, or math (STM) career on postsecondary academic motivation. Data were collected online from a sample of 380 postsecondary students in Canada and the United States. Analysis of covariance revealed that, compared to other post-secondary students, those with high COE and STM to be more intrinsically and extrinsically motivated in terms of their academics. Overall, the results suggested that expanding students’ expectations of a successful career outcome and promoting interest in STM occupations may benefit their academic motivation. Limitations and implications are discussed.  \nKeywords: Post-secondary education; academic motivation; career development; occupational aspirations  \nRésumé  \nÀ partir d'une théorie sociocognitive, nous avons étudié les effets de l'espérance de résultats de carrière (ERC) et de l'aspiration à une carrière en science, technologie ou mathématique (STM) sur la motivation scolaire postsecondaire. Les données ont été collectées en ligne à partir d'un échantillon de 380 étudiants de niveau postsecondaire au Canada et aux États-Unis. Des analyses de covariance ont révélé que, comparativement aux autres étudiants de niveau postsecondaire, ceux qui avaient un niveau élevé d'ERC et de STM étaient plus motivés intrinsèquement etextrinsèquement par leur cheminement académique. Dans l'ensemble, les résultats suggèrent  \nqu'une augmentation des attentes au regard d'une carrière satisfaisante et qu'une promotion des STM pourraient être bénéfiques à la motivation scolaire. Des limites et implications sont présentées.  \nAcademic motivation in post-secondary students: Effects of career outcome  \nexpectations and aspirations  \nIntroduction  \nParticipation in post-secondary education in Canada has increased over the past two decades, to the point where obtaining some form of advanced education is becoming the norm for many Canadians (Knighton, Hujaleh, Iacampo & Werkneh, 2009) . For example, Andres and Adamuti-Trache (2008) found that 86% of their large sample of British Columbia youth had obtained some form of post-secondary credential (community college diploma, bachelor’s degree, professional degree) within 15 years after high school. The pursuit of higher education has been promoted by parents and the federal government, at least in part in response to the expectation that Canada is transforming from a resource-based to a knowledge-based economy, in which most future occupations will require some kind of post-secondary credential (Anisef & Sweet, 2005; Human Resources Development Canada, 2002) .  \nUnfortunately, the high post-secondary participation rate and promotion of postsecondary education as the optimal way for students to realize more beneficial employment outcomes may contribute to the large variation in academic motivation levels that has been observed in Canadian university and community college populations (Faye & Sharpe, 2008; Mills & Blankstein, 2000; Vallerand & Bissonnette, 1992). The consequences of having low academic motivation have been well documented, and include lowered academic performance (Fortier, Callerand, & Guay, 1995), difficulties with psychological adjustment (Miquelon, Vallerand, Grouzet, & Cardinal, 2005), and, for non-intrinsic forms of motivation at least, increased procrastination regarding schoolwork (Senécal, Koest","cbCaipL1gD5tMPqM","https://ap.wps.com/l/cbCaipL1gD5tMPqM","pdf",188203,29,"English","# Abstract\n# Introduction\n## Academic motivation and post-secondary participation\n## Consequences of low motivation\n## Links between courses and life goals\n## Social Cognitive Career Theory (SCCT)","[{\"question\":\"What does the study investigate about postsecondary academic motivation?\",\"answer\":\"It examines how career outcome expectations and aspiration to enter a science, technology, or math (STM) career affect students’ academic motivation.\"},{\"question\":\"How was the research data collected and from whom?\",\"answer\":\"Data were collected online from a sample of 380 postsecondary students in Canada and the United States.\"},{\"question\":\"What do the results suggest about students with high COE and STM aspirations?\",\"answer\":\"Students with high career outcome expectations and STM aspirations show higher intrinsic and extrinsic academic motivation than other students.\"}]","Academic motivation in post-secondary students - Effects of career outcome expectations and aspirations | PDF",1792085105,73]