This study explores the influences of work-based beliefs and autonomy support as predictors of adaptive achievement-related beliefs. Analysis of questionnaires completed by over 200 students enrolled in a work-based learning program was conducted. Results showed that work hope, career planning, and autonomy support shared 37.5% of the variance with achievement-related beliefs, and work hope and teacher autonomy support further contributed unique variance in explaining these beliefs.
Achievement motivation among urban adolescents: work hope, autonomy support, and achievement-related beliefs
Journal of Vocational Behaviour