Em uma sociedade que apresenta ênfase no conhecimento, torna-se importante analisar uma quantidade significativa de informações contidas nos bancos de dados, objetivando transformá-las em conhecimentos utilizáveis, tanto para fins comerciais, quanto científicos. A Administração surge como uma área em que uma grande multiplicidade de aplicações estatísticas é possível, indo ao encontro das próprias competências e habilidades focadas no processo decisório do administrador. Neste sentido, a Estatística torna-se importante ferramenta na área financeira, de marketing, de produção e de recursos humanos. Porém, uma questão de grande relevância reside na formação Estatística dos profissionais da Administração, considerando as problemáticas envolvidas com o ensino de tal conteúdo nos cursos de graduação. Observando, portanto, a problemática envolvida no ensino de Estatística para o curso de graduação em Administração e levando em consideração a existência de alternativas para mensuração da atitude perante a Estatística, bem como da motivação acadêmica, surgiu como possibilidade de pesquisa a investigação do modo como se dá a interação da atitude perante a Estatística e da motivação acadêmica com o desempenho acadêmico do aluno nas disciplinas de Estatística. Para a consecução do objetivo do presente trabalho, foi realizado um estudo quantitativo, por meio da aplicação da Escala de Atitude dos alunos frente a Estatística - Survey of Attitudes Toward Statistics (SATS) - e da Escala de Motivação Acadêmica - Échelle de Motivation en Éducation (EMA) -, com 278 alunos de duas faculdades públicas de Administração. Na criação dos modelos de relacionamento entre motivação acadêmica e atitude perante a Estatística (variáveis independentes) e desempenho (variável dependente), verificou-se que, em relação à nota da disciplina, o melhor modelo apresentou um baixo valor de explicação (R2 ajustado = 7,3%), surgindo como variáveis preditoras significantes apenas o Afeto, a Motivação Extrínseca - introjeção, a Motivação Extrínseca - controle externo e a Motivação Intrínseca - vivenciar estímulos. Entretanto, o modelo que apresentou a autopercepção de desempenho como variável dependente apresentou um considerável valor de explicação (R2 ajustado = 45,5%), surgindo como variáveis preditoras significantes apenas o Afeto, a Competência cognitiva e a Motivação Extrínseca - introjeção. Por meio da análise de cluster, verificou-se que um dos três grupos formados apresentou valores superiores e menos dispersos, tanto no que concerne à nota, quanto em relação à autopercepção de desempenho. Neste sentido, dada a análise dos resultados, foi possível concluir que, de modo geral, o grupo de alunos com maior interesse na área de Finanças apresentou as maiores pontuações tanto em relação à atitude perante a Estatística como em relação à motivação acadêmica. / In a society that has an emphasis on knowledge it becomes important to analyze a significant amount of information in databases in order to transform them into usable knowledge both for commercial purposes, as scientific. The Administration appears as an area where a large variety of statistical applications is possible, to suit their own skills and abilities in decision making focused administrator. In this sense, the statistic becomes important tool in finance, marketing, production and human resources. However, that issue becomes of great importance is the training of professionals Statistics Administration, considering the issues involved with teaching such content in undergraduate courses. Noting therefore the problems involved in teaching statistics to undergraduate degree in Business Administration and taking into account the existence of alternatives to measure attitude toward statistics and the academic motivation, emerged as potential research investigating the so how is the interaction of attitude Statistics and academic motivation with the academic performance of students in the disciplines of Statistics. To achieve the objective of this study was a quantitative study conducted by applying the Attitude Scale front of students to Statistics - Survey of Attitudes Toward Statistics (SATS) - and the Academic Motivation Scale - Échelle of Motivation en Éducation (EMA) - with 278 students from two public colleges of Management. In the creation of models of relationship between academic motivation and attitude towards Statistics (independent variables) and performance (dependent variable) found that compared to note the best model of discipline exhibited a low value of explanation (adjusted R2 = 7.3 %), emerging as the only significant predictors of Affection, Extrinsic Motivation - introjection, Extrinsic Motivation - external control and Intrinsic Motivation - experiencing stimuli. However, the model showed that the perception of performance as the dependent variable showed a considerable amount of explanation (adjusted R2 = 45.5%), emerging as the only significant predictors Affect, Cognitive Competence and Extrinsic Motivation - introjection. By means of cluster analysis verified that one of the three groups obtained showed greater and less dispersed, both with regard to note, as compared to the perception of performance. In this sense, given the analysis of the results, it was concluded that, in general, the group of students with greater interest in Finance presented the highest scores both in terms of attitude towards Statistics as in relation to academic motivation.

<div> <p>According to self-determination theory (SDT), the extent to which students’ motivation is self-determined is critical for their academic performance. When self-determined, students learn because of personal interest or identification, out of a sense of volition, as opposed to pressure or indifference. SDT also proposes that self-determined academic motivation is facilitated when the learning environment supports the basic psychological needs for autonomy, relatedness, and competence. This model of social support à needs satisfaction à motivation à learning outcomes is termed the general self-determination theory model (hereafter the General Model), and numerous studies have provided support for it. </p> <p>However, the current evidence regarding the General Model is limited, in that no study to date has examined it in its full using within-individual methods. Between-individual analytical methods answer the question of whether a person with higher response on variable A is also more likely to report higher levels of B, whereas within-individual analytical methods answer the question of whether the same person is more likely to experience variable B when reporting experiences of A. Despite the popularity of between-individual methods in educational psychology, they may not be able to reveal the within-person relationships between variables, which are critical for understanding inner psychological processes and mechanisms. </p> <p>Therefore, the current study aims to apply a within-individual analytical approach to the General Model, using a large dataset collected at Purdue over several years. Specifically, in the current dataset, not only may a student provide multiple responses, but also the same classroom contain various students’ responses. Therefore, a cross-classified path model is used, such that the General Model is analyzed under the framework of “responses cross-classified under students and classrooms”. This model enables me to explain the variance-covariance matrix of the variables using the General Model on three levels: the situational (within-student and within-classroom) level, the student level, and the classroom level.</p> <p>Results generally supported the predictions of the General Model on the within-individual, within-classroom level. That is, for the same student, in the same classroom, when she or he experiences higher levels of autonomy support, they would also be more likely to have their psychological needs satisfied, and to study for self-determined reasons, which is then associated with higher perceived learning performance. Unexpected findings include the dominant effect of competence, the direct effects of learning climate and competence, and the lack of relationship between grades and other variables. The General Model is also largely replicated on the student- and classroom-levels.</p> <p>In addition, supplemental analyses showed that (1) although the general trend of motivation and perceived learning climate across one’s college life is null, the trend is moderated by major, such that students in business-related majors decrease in self-determined motivation and perceptions of autonomy support, whereas students in social sciences increase in self-determined motivation and perceptions of autonomy support; (2) there is limited and inconsistent support for a buffer effect, such that the higher autonomy and competence needs satisfaction students generally get, the lower their needs satisfaction in a specific classroom depends on the learning climate. Overall, the current research provides a comprehensive and multilevel understanding of the role of self-determination in the classroom.</p></div>

Syftet med studien var att jämföra motivation att studera mellan studenter på civilekonomprogrammet och förskollärarprogrammet på Karlstads universitet. Tre frågeställningar konstruerades: ”Finns det en skillnad mellan studenter som läser civilekonomprogrammet och förskollärarprogrammet med avseende på inre motivation?”, ”Finns det en skillnad mellan studenter som läser civilekonomprogrammet och förskollärarprogrammet med avseende på yttre motivation?” och ” Finns det en skillnad mellan studenter som läser civilekonomprogrammet och förskollärarprogrammet med avseende på amotivation?”. För att undersöka detta genomfördes oberoende t-test. Data samlades in via pappersenkäter från 119 deltagare varav 111 användes för analys. Av dessa 111 var 59 civilekonomstudenter och 52 förskollärarstudenter. Självskattningsinstrumentet Academic Motivation Scale användes för att mäta studiemotivation. Den oberoende variabeln var utbildningsprogram på Karlstads universitet med två nivåer, civilekonomprogrammet och förskollärarprogrammet. De tre motivationsperspektiven inre motivation, yttre motivation och amotivation samt undergrupperna att åstadkomma, förståelse, att stimuleras, yttre reglering, inåtvänd reglering och identifierad reglering utgjorde beroende variabler. Resultaten visade en signifikant skillnad mellan programmen för yttre motivation samt för undergrupperna yttre reglering, identifierad reglering, att stimuleras och förståelse. Detta visade att civilekonomstudenterna drivs mer av ett utsatt mål som de vill uppnå och är mer styrda av belöning och yttre krav än förskollärarstudenterna. Det visade även att förskollärarstudenterna värdesätter det egna valet att studera och har mer nyfikenhet och stimulerande konversationer med sina klasskamrater än civilekonomstudenterna. En ojämn könsfördelning mellan de två klasserna ska beaktas i slutsatsen. Civilekonomstudenterna hade en jämn könsfördelning och visade en signifikant skillnad mellan kvinnor och män med avseende på undergrupperna yttre reglering och att stimuleras. Detta visar att kvinnorna upplever en mer kontrollerad motivation än männen och männen visar mer engagemang i olika uppgifter än kvinnorna. Slutsatsen är att det finns en skillnad i studiemotivationen mellan studenterna i de valda utbildningsprogrammen men att den skillnaden är liten. Endast undergruppen yttre reglering hade en större spridning där civilekonomstudenterna skattade högre än 3 förskollärarstudenterna. Denna studie visar att ett beteende inte styrs av antingen inre eller yttre motivation. Motivationen kan variera i styrka och orientering. / The purpose of this study was to examine the difference in academic motivation in students attending two different college programs. Three specific research questions were constructed: “Is there a difference between students attending the economics program and the preschool teacher program with regard to internal motivation?”, “Is there a difference between students attending the economics program and the preschool teacher program with regard to extrinsic motivation?” and “Is there a difference between students attending the economics program and the preschool teacher program with regard to amotivation? To test this an independent t-test was conducted. A questionnaire was constructed to collect data from 119 participants, of which 111 were used for analysis. From the 111 participants there were 59 responses from students attending the economics program and 52 from the preschool teacher program. The self-assessment questionnaire Academic Motivation Scale was used to measure academic motivation. The independent variable was educational programs at Karlstad university with two conditions, the economics program and the preschool teacher program. The three motivational perspectives internal motivation, extrinsic motivation and amotivation including the subscales to accomplish, to know, to experience stimulation, external regulation, introjected regulation and identified regulation were the dependent variables. The results showed a significant difference between the two programs with regard to extrinsic motivation and the motivational subscales external regulation, identified regulation, to experience stimulation and to know. This showed that the students attending the economics program is more driven by an external goal they wish to achieve and are more affected by rewards and external demand than the students attending the preschool teacher program. It also showed that the preschool teacher students value their own choice to study and are more curious and have more stimulating conversations with their classmates than the economics students. An unequal gender distribution between the two college programs is to be considered in the conclusion. The students attending the economics program had an equal gender distribution and showed a significant difference between men and women with regards to external regulation and to experience stimulation. This shows that the women experience a more controlled motivation than the men and the men show more commitment in various tasks than the women. The conclusion is that there is a difference in academic motivation between the two college programs but that difference is small. Only the subscale external regulation had 5 more variance where the economics students showed a higher value then the preschool teacher student. This study showed that a behavior is not controlled by internal or extrinsic motivation. Motivation can vary in strength and orientation.

The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among-first year students, was introduced in summer 2012 as a campus initiative to assist first-year college students transition and acclimate to the academic and social systems of the campus environment. VTSA is a six-week intensive residential summer-bridge program that provides academic preparation, highly-individualized advising, learning communities, and the personal attention of faculty and peer mentorship through both academic engagement and structured activities. Although based on a substantive body of research concerning student retention, little is known about the empirical and influential value of this program. A two-phase, sequential explanatory mixed-methods (QUAN"" QUAL) study was developed to assess the value of student academic engagement in a first-year experience program.  Specifically, this research investigated the outcomes of participation on cognitive, behavioral, and affective factors of motivation, taking into account demographic and academic performance variables. In the initial quantitative phase, data from 89 students were analyzed to assess engagement and academic motivation. Data from the Scale of Educationally Purposeful Activities (SEPA) were used to determine levels of student engagement among VTSA students, while the Motivation Subscale of the Learning and Study Strategies Inventory (LASSI) was used to investigate the change in student academic motivation before and after participation in VTSA. In the subsequent qualitative phase, 16 students participated in focus groups designed to explore student perceptions of engagement in the VTSA program and their connections to academic motivation. Both qualitative and quantitative data were assessed to provide an in-depth evaluation used to interpret and explain significant factors of student engagement that provide for internal and external academic motivation in college. / Ph. D.

Deficits in career decision making self-efficacy, career decidedness, and academic motivation have contributed to prolonged cycles of poverty, an increase in the number of years it takes to complete an undergraduate degree, and an upsurge in the amount of financial debt incurred. Recurrently, students are saddled with large amounts of debt for a degree that was never attained. One group heavily affected by this phenomenon is African American urban adolescents (AAUA). This quantitative study used a social cognitive career theory framework and a repeated-measures research design to examine whether a significant change in scores occurred from Time 1 to Time 2 on the Career Decision Self- Efficacy Scale—Short Form (CDSE-SF), Career Decision Scale (CDS), and Academic Motivation Scale—High School (AMS-HS). African American adolescents attending an urban high school in a midwestern state participated. Students were surveyed before and after completing the Strong Interest Inventory and participating in an educational session designed to aid them in making career and educational choices. Paired-samples t tests revealed no significant changes in scores on the CDSE-SF, CDS, or AMS-HS. However, findings from Pearson correlations suggest that career self-efficacy is largely correlated with both intrinsic and extrinsic motivation. This research contributes to social change by informing urban school districts and families of the need to deliver comprehensive career exploration programming for AAUA. This programming has the potential to aid students in making educational choices that align with their expected career paths, reduce their time to completion in postsecondary programs, and increase their potential for economic stability. Assessing

This study explored the associations of students’ intrinsic and extrinsic motivation towards high-stake tests in Physical education. The study collected data with questionnaires from 81 Swedish compulsory school students. The questionnaires in this study were based on the Academic Motivation Scale. Furthermore, this study was based on Self-Determination Theory. In congruence with previous research, this study found that females received a significantly higher grade than male students. The results also suggest that there was no significant difference between the different test-groups actual performance. The results of the study concluded that there are no correlations between motivation [towards high-stake tests] and the actual performance of students. Moreover, students were more motivated by external regulation (receiving higher grades) than intrinsic motivation to know (to learn a skill for life). Students perceived higher test anxiety if they were to perform in front of their classmates. However, the test-groups did not perform statistically differently which then leads to the question on the necessities of using these forms of high-stake test since it does not increase performance but is perceived to be more stressful for students. Further research is necessary to draw any generalizable conclusions if there is any correlation between motivation, high-stake tests, and perceived test anxiety.

Research pertaining to personality traits has largely focused on broad dimensions that define personality configurations, rather than on specific actions and behaviours that people engage in every day. While trait theorists hold the belief that individuals' personality traits predict their behaviours, there is no thorough conceptualization of behavioural manifestations of personality traits in the existing literature. The first goal of the present dissertation was therefore to conceptualize a model of behavioural manifestations of the Five Factor Model (FFM) traits. To achieve this goal, in the first article, a taxonomy of behavioural expressions of FFM traits was operationalized through the development of an instrument: the Behavioural Expressions of Traits Inventory (BETI). Results from Study 1 (N = 454) and Study 2 (N = 297) validated the proposed taxonomy by means of both exploratory and confirmatory factor analyses. The final version of the BETI comprised 30 items (6 items/subscale) that presented a clean factor structure. Concurrent validity results revealed that the taxonomy of behavioural expressions could be distinguished from FFM traits. The BETI also displayed good construct validity, satisfactory internal consistency values of all subscales, and no issues with social desirability. The second goal of this dissertation was to use this conceptualization of behavioural expressions of traits advantageously to examine an important fundamental topic: the processes at play in the associations between FFM personality traits and motivation through the lens of Self-Determination Theory (SDT). Results from emerging studies consistently revealed positive associations between beneficial FFM traits (openness to experience, conscientiousness, extraversion, and agreeableness) and autonomous motivation. Conversely, negative associations were obtained for neuroticism, a detrimental trait. The second article of this dissertation aimed to further our understanding of the associations between FFM traits and autonomous motivation by examining two potential mediators of this relationship: behavioural expressions of FFM traits and basic psychological need (BPN) satisfaction, a well-known antecedent of autonomous motivation. Two motivation domains central to the lives of undergraduate students were examined: academics and friendship. In Study 3 (N=635), undergraduate students completed online questionnaires. Structural equation modelling revealed a series of direct and indirect effects, as evaluated by Sobel's test of indirect effects: (1) FFM personality traits were positively associated with their corresponding behavioural expressions; (2) behavioural expressions of beneficial personality traits (openness to experience, conscientiousness, extraversion, and agreeableness) were positively associated with BPN satisfaction (autonomy, competence, and relatedness), while neuroticism was negatively associated with BPN satisfaction; (3) BPN satisfaction was positively associated with (a) autonomous academic motivation and (b) autonomous friendship motivation; (4) behavioural expressions of personality traits mediated the relationships between their corresponding trait and BPN satisfaction; (5) BPN satisfaction mediated the relationships between behavioural expressions of personality traits and (a) autonomous academic, and (b) friendship motivation and (6) behavioural expressions of personality traits and BPN satisfaction acted as sequential mediators of the associations between personality traits and (a) autonomous academic, and (b) friendship motivation. The sequential action of behavioural expressions of traits and BPN satisfaction as processes that explain the relationship between FFM personality dimensions and autonomous motivation is a novel idea that was put to a successful empirical test herein. Taken together, this research contributes to further our understanding of the intricacies involved in the joint study of the FFM model of personality traits and motivation as conceived by SDT.

No description available.

Depuis la mise en place de la réforme, il y a plus de dix ans, les directions d’établissement sont tenues de trouver des solutions alternatives au redoublement, afin d’aider les élèves en difficulté à rattraper leur retard. C’est afin de répondre à cet impératif que la classe de prolongation de cycle a été mise en place dans les écoles secondaires. Des élèves en fin de 1er cycle, jugés incapables de poursuivre au cycle supérieur, y sont regroupés et pendant une année, ils bénéficient de mesures de soutien afin d’atteindre le niveau de compétence attendu (plus précisément en français en en mathématiques) pour pouvoir vivre un passage réussi au second cycle. Peu de résultats de recherches sont toutefois disponibles quant à l’efficacité de cette modalité. La présente étude vise donc à estimer l’incidence de deux modèles de prolongation de cycle (co-enseignement et avec enseignant unique), sur la motivation et l’adaptation psychosociale des élèves. Ainsi, les élèves qui expérimentent un modèle de co-enseignement demeurent en groupe fermé et sont accompagnés par trois enseignants titulaires qui se partagent la responsabilité de la quasi-totalité des composantes du programme de formation. Les élèves qui expérimentent un modèle avec enseignant unique demeurent eux aussi en groupe fermé, mais sont encadrés par une seule enseignante titulaire qui assume la responsabilité des enseignements en français et en mathématiques. Les autres matières sont enseignées par des spécialistes. Cent trente-quatre élèves au total, fréquentant trois écoles secondaires francophones montréalaises situées en milieu défavorisé, ont donc formé les groupes expérimentaux et témoins. En début et en fin d’année, les participants ont répondu à un questionnaire d’enquête mesurant l’évolution de leur motivation générale pour les apprentissages, de leur motivation spécifique aux disciplines, de leur adaptation psychosociale, de même que certaines facettes de leurs relations avec leurs pairs, leurs enseignants et leurs parents. Les résultats d’analyses de variance multivariées à mesures répétées (MANOVA) et des tests univariés subséquents permettent d’observer, chez les élèves qui ont expérimenté la prolongation de cycle en co-enseignement, une augmentation de leur sentiment de compétence général vis-à-vis l’école. De plus, leurs buts de performance-évitement et leur anxiété sociale ont diminué. Chez les élèves qui ont expérimenté la prolongation de cycle avec enseignant unique, ce même sentiment de compétence vis-à-vis l’école et celui spécifique au français ont augmenté. En revanche, ces derniers s’expriment plus négativement que leurs homologues en ce qui concerne leur intérêt général envers l’école, leur sentiment d’appartenance à leur école et leurs relations avec leurs pairs. Ces résultats indiquent donc que cette mesure a un effet mitigé sur la motivation et l’adaptation psychosociale des élèves. De plus, les quelques bénéfices perçus peuvent être la conséquence du fait de se retrouver dans un environnement scolaire moins compétitif. Cela dit, il apparaît important de préciser que les enseignants qui ont testé le modèle de co-enseignement en étaient à une première expérience. Leurs pratiques sont susceptibles de se bonifier, ce qui laisse croire que des résultats plus disparates pourraient éventuellement être observés entre ces deux modèles de prolongation. Par ailleurs, la pérennité des gains observés est inconnue. En conséquence, il conviendrait de poursuivre cette étude pour être en mesure de déterminer si ceux-ci sont durables dans le temps et afin de constater la pleine mesure de l’efficacité du modèle de prolongation de co-enseignement. / Since the implementation of the education reform, over ten years ago, school administrators are required to focus on other measures to help students with difficulties catch up rather than grade retention. It is with this intent that the prolongation class was set up in high schools. Students at the end of the 1st cycle, deemed unable to continue to the upper level, are grouped together in this class, for a year, and enjoy different support measures to achieve the level of competency expected (more specifically in Language arts and mathematics), in order to experience a successful transition to the 2nd cycle. Very little empirical research is available regarding the effectiveness of this modality. This study aims to estimate the impact of two different prolongation models (co-teaching and single teacher) on students’ motivation and psychosocial adjustment. Students in the co-teaching model remain in a closed group and are accompanied by three teachers who share the responsibility for almost all components of the program. Students with a single teacher also remain in a closed group, they have a home room teacher who handles lessons in Language arts and mathematics while other subjects are taught by specialist teachers. One hundred and thirty four students, attending three French high schools, located in low SES (socioeconomic status) districts of Montreal, formed experimental and control groups. At the onset and at the end of their year of prolongation, participants completed a questionnaire that targeted their general academic motivation, their domain-specific motivation, their psychosocial adjustment, and some aspects of their relations with their peers, their teachers and their parents. Results of multivariate analysis of variance (repeated measures MANOVA) and subsequent univariate tests show that competency beliefs increased among students who experienced the co-teaching prolongation model. In addition, their performance-avoidance goals and social anxiety decreased. Among students experiencing prolongation with a single teacher, general and Language arts competency beliefs increased, however, they expressed themselves more negatively than their counterparts regarding their interest in schooling, their sense of belonging to their school and their relationships with their peers.These results indicate that this measure has a mixed effect on students’ motivation and psychosocial adjustment. Perceived gains may be due to being in a less competitive school environment. That being said, it is important to mention that teachers who tested the co-teaching model were using it for the first time. Their practices are likely to improve, in which case, more disparate results could potentially be observed between the two prolongation models. Since the sustainability of these gains is unknown, this study should continue in order to observe whether they are long lasting as well as, to measure and determine the full effectiveness of the co-teaching prolongation model.

How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.