Materialism does not pay: Materialistic students have lower motivation,engagement, and achievement |
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| Institution: | 1. The Education University of Hong Kong, Hong Kong;2. The University of Hong Kong, Hong Kong;1. University of Minnesota, Minneapolis, USA;2. University of Oslo, Oslo, Norway;3. University of Memphis, Memphis, USA;1. Department of Developmental Psychology and Socialization, University of Padova, Italy;2. Rossier School of Education, University of Southern California, United States;1. University of Potsdam, Germany;2. University of Helsinki, Finland;3. University of Jyväskylä, Finland;4. University of Eastern Finland, Finland;1. Faculty of Education and Psychology, University of Jyväskylä, Finland;2. Department of Teacher Education, University of Jyväskylä, Finland;3. Department of Psychology, University of Jyväskylä, Finland;1. Bar Ilan University, Israel;2. Givat Washington Academic College of Education, Israel |
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| Abstract: | The aim of this study was to examine how materialism, or the focus on acquiring money and material possessions, is associated with students’ academic engagement and achievement via their motivational regulation (amotivation, controlled motivation, and autonomous motivation). Study 1 (n = 606 secondary students) was a cross-sectional study which found that materialism was negatively associated with engagement. This association was partially mediated by amotivation. Study 2 (n = 404 secondary students) was a longitudinal study which found that Time 1 materialism was negatively associated with Time 2 engagement and Time 3 academic achievement via amotivation. Results of the two studies provide converging lines of evidence that materialism is negatively associated with key indicators of learning. Students with high levels of materialism have lower levels of engagement and achievement, and these associations are partially mediated by amotivation. Theoretical and practical implications are discussed. |
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| Keywords: | Materialism Self-determination theory Motivation Academic engagement |
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