Motivational, volitional processes and efficacious self-presentation in adolescence: results from a longitudinal study.

This 3-year longitudinal study aimed to analyze which motivational, volitional and self- presentation components foster scholastic learning in a sample of 95 Italian high school students. IST-2000 and a specific battery for motivation and volition were administrated in the classrooms in two times at a distance of three years. Results revealed that students, who increased their attitudes in the last year, had the higher levels of intrinsic motivation and volition, and were more able to understand the others’ intentions and emotions than students with difficulties in attitudes. In the light of these and other findings presented in the paper, it discusses the importance of motivation and self-presentation in scholastic contexts.