Abstracts - Earli

achievement. Those findings were obtained across different SES groups and gender, as well as inthe adolescent students. Almost all the positive effects of autonomy support were obtained at boththe within and the between levels of analysis. Also, the effect of autonomy support on engagementand achievement was mediated by perceived autonomy in learning. Overall, the results suggestthat autonomy is important also for people who do not belong to dominant social groups. Thefindings are consistent with the conception of the need for autonomy as a universal humanpropensity.Motivation and self-regulation on task level: development of a questionnaireHendrien Duijnhouwer, Utrecht University, NetherlandsKarel Stokking, Utrecht University, NetherlandsThis paper reports on the development of a questionnaire measuring writing task motivation andself-regulation. Based on an existing questionnaire with items on course level (MSLQ; Pintrich,Smith, Garcia & McKeachie, 1993) items were formulated concerning university students’motivation for and self-regulation of performing a specific writing task. With respect to motivationwe measured intrinsic goal orientation, extrinsic goal orientation, self-efficacy, task value and testanxiety. With regard to self-regulation we measured metacognitive self-regulation, time & studyenvironment management, effort regulation, peer learning and help-seeking. The questionnairewas administered in three groups of students (participating in two psychology courses and onepharmacy course at Utrecht University), concerning five writing tasks in total. Exploratory factoranalysis showed that the original scales could not be maintained. Based on the scree criterion andinterpretability we extracted three motivation and four self-regulation factors. The motivationfactors concerned students’ focus on learning, their focus on assessment and their self-efficacy.The self-regulation factors concerned students’ regulation of learning together with other people,regulation of effort and attention, and students’ control of the quality of their work. The results ofthe exploratory factor analysis will be checked with a confirmatory factor analysis. We willexplore correlations between scales and compare mean scores between the three student groups. Inour presentation we will go into the results of this analysis and the further refinement of thequestionnaire. References Pintrich, P.R., Smith, D.A., Garcia, T, & McKeachie, W.J. (1993).Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ).Educational and Psychological Measurement, 53, 801-813.Fear of failure and acceptance of mistakes: Cross-cultural comparisonAyumi Tanaka, Doshisha University, JapanAndrew Elliot, University of Rochester, USAIt has been found that people in collectivistic cultures are high on avoidance motivation, such asavoidance goals and fear of failure, compare to those in individualistic cultures (e.g., Elliot,Chirkov, Kim, & Sheldon, 2001). The purpose of this study was to find the underlying variablesbehind this cultural difference. It was hypothesized that lower acceptance of mistakes was closelyrelated to fear of failure, and thus higher fear of failure among collectivists would be explained bytheir lower tendency to accept mistakes relative to individualists. Since it has been reported thatcollectivists tended to adopt an incremental theory of ability much more than individualists, therelations between incremental theory and both acceptance of mistakes and fear of failure were alsoinvestigated in this study. Participants in this study were 135 Japanese and 215 Americanundergraduate students. They completed a questionnaire that included a fear of failure measure(Hagtvet & Benson, 1997), a new four-item measure assessing acceptance of mistakes (e.g., "I amable to forgive myself for my mistakes"), and an incremental theory of personality measure– 838 –