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1.
This study investigated how achievement goals are combined to affect students’ learning. We used a multiple goals perspective, based on mastery (i.e., mastery approach) and performance (including both approach and avoidance components) goals, to examine the achievement goal patterns of 1697 Singapore Secondary 3 students in their math study. Four types of goal clusters emerged from latent class cluster analyses: Diffuse (moderate multiple), Moderate Mastery (moderate mastery/low performance approach and avoidance), Success Oriented (moderate mastery/high performance approach and avoidance), and Approach (high mastery and performance approach/low performance avoidance). Analyses of covariance were conducted to compare these four clusters on eleven cognitive, behavioral, and affective learning outcomes. In general, students in the Success Oriented and Approach groups were higher on self-efficacy, subjective task values, class engagement, homework engagement, time management, and meta-cognitive self-regulation than those in the other two groups. In addition, students in the Approach and Moderate Mastery groups were more likely to make effort when encountering difficulties in learning math, showed lower test anxiety, lower negative affect, and achieved higher scores in math than students in the other two groups. These findings suggest that the goal profile with high mastery and performance approach goals combined with low performance avoidance goals is most beneficial for learning, whereas high performance approach goals, when associated with performance avoidance goals, have some negative effects on affective outcomes. The patterns help to refine distinctions in performance goals, and are discussed in the context of academic achievement in Singapore.  相似文献   

2.
Two studies investigated students’ adopted mastery and performance goals for group work, with an interest in exploring whether performance-approach goals functioned differently in small groups depending on whether the social comparison target resides outside the group (i.e., between-group comparison; performance-approach between group goals) or within the group (i.e., within-group comparison; performance-approach within goals). Using a person-oriented approach, six achievement goal profiles for group work were identified for middle school students in science (NStudy1 = 309) and upper elementary school students in mathematics (NStudy2 = 218). Some profiles included varying patterns of goal endorsement (e.g., high mastery goals, low performance-approach goals) while others reflected similar levels (high, medium, low) of goals. Across both studies, the six goal profiles were associated with varying patterns of group processes, cognitive engagement, and achievement. Most notably, students in profiles with high performance-approach within group goals had more detrimental outcomes, even when mastery goals were also strongly endorsed. In contrast, students in profiles with high mastery alone or in combination with high performance-approach between group goals had adaptive group process, cognitive engagement, and achievement outcomes. Implications for the conceptualization of performance-approach goals in small groups and cautions for fostering normative standards and intergroup competition when structuring group activities are discussed.  相似文献   

3.
In this study, we examined what kind of perfectionistic profiles (i.e., different patterns of perfectionistic strivings and concerns) can be identified among general upper‐secondary school students, how stable those profiles are over the school year, and how they are connected with students' motivation (i.e., achievement goal orientations). Four distinct profiles were identified. Students with high strivings and low concerns had their focus mainly on mastery, while students with an opposite profile emphasized performance‐avoidance and work‐avoidance orientations. Students with high strivings and concerns favored both performance‐ and mastery‐related goals, whereas students characterized by low strivings and low concerns did not display a dominant tendency toward any orientation. Perfectionistic profiles were relatively stable over time, with the majority of students reporting similar tendencies across the measurements, and with no extreme changes observed. Some indications of more students displaying less adaptive perfectionistic tendencies by the end of the school year were nevertheless found. Our findings demonstrate not only stability in perfectionistic tendencies, but also their motivational relevance in the academic context where students' goals and performance concerns play an important role.  相似文献   

4.
This study sought to better understand the adoption of multiple achievement goals at an intra-individual level, and its links to emotional well-being, learning, and academic achievement. Participants were 480 Secondary Two students (aged between 13 and 14 years) from two coeducational government schools. Hierarchical cluster analysis revealed the presence of five clusters of students with significantly different achievement goal profiles. MANOVAs and ANOVA, followed by post-hoc tests showed that these clusters also differed significantly in terms of their experience of achievement emotions, use of learning strategies, and mathematics performance. The cluster with high endorsement of mastery approach goal and low endorsement of mastery avoidance goal was noted to have the most adaptive profile. The presence of a cluster of lowly motivated students was highlighted. Findings emphasised the importance of investigating achievement emotions, and how the different achievement goals combine to influence achievement-related variables.  相似文献   

5.
The primary purpose of this study was to investigate the roles of two moderators – perceived competence and perceived autonomy – in the relationships of achievement goal orientations with a broad range of learning‐related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played roles as moderators by strengthening the positive effects of a mastery goal pursuit on outcome measures of adaptive use of learning strategies and effort, respectively. However, no moderating role of either perceived competence or perceived autonomy was found for the effect of a performance‐approach and performance‐avoidance goal pursuit. In addition, perceived competence played a significant role in determining the level of academic achievement in the context of multiple‐goal pursuit. For students with high perceived competence, the adoption of high performance‐approach goals resulted in a higher level of achievement regardless of the levels of mastery goals. In contrast, students with low perceived competence showed the highest achievement when high performance‐approach goals are paired with low mastery goals.  相似文献   

6.
This study examined whether the good or bad outcomes associated with mastery- and performance-approach achievement goals depend on the extent to which these goals are pursued for self-concordant reasons. A sample of 220 undergraduate students completed measures of achievement goals, goal self-concordance, academic satisfaction, and academic anxiety before mid-term exams. A total of 115 participants completed a follow-up measure of their semester GPA. Results of moderated regressions revealed that mastery-approach goals were positively associated with academic satisfaction and performance, but only for students with high levels of mastery goal self-concordance. Performance-approach goals were also associated with higher performance, but only for students with high levels of performance goal self-concordance. Both types of goals were positively associated with anxiety for individuals with low levels of goal self-concordance. This study illustrates the importance of considering the joint influence of goal content and goal motivation in their association with consequential educational outcomes.  相似文献   

7.
This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence and achievement goals. A total of 1,496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy, mastery approach and avoidance goals and performance approach and avoidance goals. We found that Singapore students attributed academic success mainly to internal regulation (effort, interest and study skills), followed by teachers’ help, ability, parents’ help and tuition classes. Hierarchical regression analyses showed that three predictors (self-construal, competence and achievement goals) explained 4.2–12.3% of the variances in students’ attributional beliefs. In particular, students with interdependent self-construal, high competence or mastery goals tended to attribute academic success to internal regulation (effort, interest and study skills) and support from teachers and parents. Students with low competence, high mastery avoidance goals or high performance goals were more likely to value tuition classes, and those with high performance avoidance goals also tended to ascribe academic success to ability and parent’s help. The findings are discussed in relation to the culture of Singapore.  相似文献   

8.
In an experimental study (N = 153 high school students), we tested a theoretical model positing that anticipated achievement feedback influences achievement goals and achievement emotions, and that achievement goals mediate the link between anticipated feedback and emotions. Participants were informed that they would receive self-referential feedback, normative feedback, or no feedback for their performance on a test. Subsequently, achievement goals and discrete achievement emotions regarding the test were assessed. Self-referential feedback had a positive influence on mastery goal adoption, whereas normative feedback had a positive influence on performance-approach and performance-avoidance goal adoption. Furthermore, feedback condition and achievement goals predicted test-related emotions (i.e., enjoyment, hope, pride, relief, anger, anxiety, hopelessness, and shame). Achievement goals were documented as significant mediators of the influence of feedback instruction on emotions, and mediation was observed for seven of the eight focal emotions. Implications for educational research and practice are discussed.  相似文献   

9.
This study examined the longitudinal reciprocal relations between academic self-concept, achievement goals (i.e., performance-approach, performance-avoidance, and mastery), and achievement (i.e., self-reported grades) in mathematics. The research aim was twofold. First, we examined the confound hypothesis, which states that performance-approach goals do not feature any incremental validity in predicting achievement over and above students' competence perceptions (i.e., academic self-concept). In addition, we expanded research on the confound hypothesis by also investigating performance-avoidance and mastery goals. Second, we investigated the predictive validity of all three achievement goals for changes in academic self-concept. Seven hundred sixty-nine students (50.78% female) attending the highest track of the German three-tier secondary school system participated in three waves of measurement in Grades 5, 6, and 8. Our findings confirmed the confound hypothesis: Performance-approach goals did not explain achievement over and above academic self-concept. The same findings applied to performance-avoidance and mastery goals. Furthermore, performance-approach goals were positively related to academic self-concept changes, whereas performance-avoidance goals showed a negative relation to academic self-concept changes over time. Mastery goals were not associated to changes in academic self-concept. Academic self-concept and achievement showed positive reciprocal relations. To conclude, our results point to complex relations between achievement goals, academic self-concept, and academic achievement over time.  相似文献   

10.
Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 × 2 achievement goal framework among 775 Chinese adolescent students. Confirmatory factor analysis showed that the 2 × 2 framework could be generalised to the Chinese context. Six of the nine temperament dimensions (e.g. activity level – general, flexibility–rigidity, and task orientation) significantly predicted mastery‐approach, mastery‐avoidance, performance‐approach and performance‐avoidance goals. Neuroticism, extroversion and conscientiousness significantly predicted all the above‐mentioned four achievement goals; openness and agreeableness significantly predicted the mastery‐orientated and performance‐oriented achievement goals, respectively. Compared with temperament, personality was the stronger predictor for achievement goals. These results supported the posited relationship of ‘hard‐wiring’ variables to achievement goals in the conceptual model of achievement motivation.  相似文献   

11.
Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported adjustment variables. Cluster analysis revealed four groups of students: mastery (above average in mastery goals, below average in performance-approach and performance-avoidance goals), multi-goal (above average in all three goals), avoidant (above average in performance-avoidance goals, below average in mastery and performance-approach goals), and low motivation (below average in all three goals). Clusters differed in self-reported academic self-efficacy and perceptions of teacher support, teacher-reported academic competence, and peer nominations of social status. Mastery students had the most adaptive profiles; low motivation, the least adaptive. Avoidant boys had more maladaptive profiles than avoidant girls.  相似文献   

12.
This study examined the relationships among filial piety, goal orientations, and academic achievement among Chinese students. A survey of 336 university students in Hong Kong was carried out to collect information on their filial piety beliefs, goal orientations and grade point averages. Structural equation modelling indicated that reciprocal filial piety was associated with mastery orientation, which is associated with academic achievement in Chinese students. Authoritarian filial piety was associated with performance orientation, including performance-approach and performance-avoidance goals, which contribute positively and negatively, respectively, to academic achievement in Chinese students. Findings were interpreted based on Chinese cultural factors and considerations.  相似文献   

13.
The purpose of this research was to develop and test a model of effective self-regulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and experience), study strategies (metacognitive, deep cognitive, surface cognitive and resource management strategies) and academic achievement. The relationships in the model were tested with controlling for intellectual ability, gender and age. The results showed that effective self-regulated learning involved two pathways: a metacognitive and a strategy pathway. The first pathway involved a positive relationship of mastery goals and a negative relationship of performance-avoidance goals with metacognition. Metacognition positively affected the use of the four study strategies. The strategy pathway involved positive effects of mastery and performance-approach goals on the use of metacognitive and deep cognitive strategies. Further, performance-approach goals positively affected the use of surface cognitive and resource management strategies. The use of metacognitive and resource management strategies had a positive and the use of surface cognitive strategies had a negative effect on exam scores.  相似文献   

14.
Recent research has shown that achievement goals differ in their effects on working memory capacity and the metacognitive judgment of learning as part of the self-regulatory process. To extend this line of inquiry, we examined the effects of achievement goals on self-control, arguably the most critical subset of self-regulation. In three experiments, adolescent and early-adult learners were randomly assigned to mastery goal, performance-approach goal, and performance-avoidance goal conditions and performed self-control tasks in ego-depleting contexts. Students in the mastery goal condition demonstrated significantly better performance than students in the performance-approach goal condition on a task that required attentional control (Experiment 1) and inhibitory control after negative feedback (Experiments 2 and 3). The performance of students in the performance-avoidance goal condition did not differ significantly from that of students in the mastery goal or the performance-approach goal conditions. Planned-comparison ANCOVAs nonetheless revealed that, across all three experiments, the self-control performance of the students in the mastery goal condition was significantly better than that of the students in the two performance goal conditions combined. Mediation analysis further suggested that performance-approach and performance-avoidance goals evoked more task-irrelevant thoughts than mastery goals did, which subsequently interrupted students’ self-control performance (Experiment 3). We discuss the implications of the mechanisms underlying motivational influences on self-control for adolescents, who experience frequent self-regulation failures in learning contexts.  相似文献   

15.
This study examined the role of self-construal and classroom goal structure in predicting Singapore secondary students' achievement goals in their English study. Students from 104 classes were administered surveys of achievement goals, classroom goal structure, English self-concept, and self-construal. The results of two-level hierarchical linear modeling showed that after controlling for gender, previous English achievement, and English self-concept, interdependent self-construal significantly predicted mastery approach and avoidance goals, while independent self-construal was associated with performance approach, performance avoidance, and mastery approach goals. Mastery classroom goal structure predicted mastery approach and avoidance goals, whereas performance classroom goal structure predicted performance approach and avoidance goals as well as mastery avoidance goals. In addition, students with interdependent self-construal in classrooms with a performance focus were more likely to endorse mastery approach, mastery avoidance, and performance avoidance goals, while students with independent self-construal in classrooms with a performance focus tended to have performance approach goals. This study provides validation for the 2 × 2 framework of achievement goals, and advances our knowledge of how students adopt multiple goals. The findings are related to the educational achievement context of Singapore.  相似文献   

16.
This study tested and extended Dweck’s social-cognitive theory of motivation with adults who deliberately chose to face the challenge of returning to school. We examined the relationships among beliefs (implicit theories) on the nature of intelligence, goal orientation, cognitive engagement in learning, and achievement using path analyses. Findings were generally consistent with Dweck’s theoretical predictions. Striving for competence improvement (mastery goals) had a positive impact on learning activities and outcomes, while striving to demonstrate competence (performance goals) or to avoid effort (work avoidance) had a negative influence on learning and achievement. Additionally, data suggested that mastery goals had a positive influence on academic achievement through the mediation of effort expenditure. The predicted effects of implicit theories of intelligence on goal orientation and cognitive engagement in learning, however, failed to emerge. Results are discussed in relation to their general theoretical implications and with regard to the specific characteristics of returning to school adults.  相似文献   

17.
The present study examined whether students’ perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students’ achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental and teacher academic involvement, and then their achievement goals three months later. Factorial analyses showed that students differentiated parental academic monitoring from parental academic support, while predominantly perceiving their teacher academic involvement as reflecting monitoring. Multilevel modeling analyses indicated that, as expected, students’ perceptions of parental academic support were positively related to mastery goals while unrelated to performance goals. Also as expected, perceived academic monitoring was associated with performance goals, although the findings revealed an equal contribution of perceived parental and teacher involvement. This new insight about the antecedents of students’ achievement goals emphasizes how important is the role of parental and teacher academic socialization.  相似文献   

18.
Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students’ achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic self-concept, and perceived level of understanding are conceptually and empirically distinct self-appraisals of academic competence which have a different impact on student motivation, learning, and academic performance. Furthermore, the current study suggests that students reflecting high scores on the four measures of self-perceived competence, are more persistent, more likely to adopt mastery and/or performance approach goals, less anxious, process the learning material at a deeper level, and achieve better study results. However, this study also warns that high self-perceived competence (e.g., perceived level of understanding), if not accompanied by a mastery goal orientation, can turn into overconfidence resulting in lower persistence levels and poorer study results.  相似文献   

19.
Researchers have reported persuasive evidence that students?? perceptions of their classroom learning environment account for significant variance in cognitive and affective outcomes (e.g. intrinsic motivation, self-concept, liking for particular subjects and students?? intention to drop out). The study reported in this paper investigated the relationship between students?? perceptions of classroom learning environment and motivational achievement goal orientations towards biology and physics, as well as the influence of gender. Participants (N?=?1538) were high school science students from the north-eastern region of Thailand. Our results suggest that motivational goals are linked to differences in students?? perceptions of learning environment and levels of biology and physics classroom anxiety. We found that females adopted significantly higher levels of mastery and performance approach goals towards biology, while males adopted significantly higher levels of mastery and performance approach goals towards physics. Males adopted significantly higher levels of performance avoidance goals towards both biology and physics. Positive associations emerged between gender and the adoption of specific performance goals, perceived degree of competition in biology and physics classrooms, and levels of biology and physics classroom anxiety. These results suggest that motivational goal orientations and perceptions of learning environment are gender-dependent and domain-specific for the two science content areas.  相似文献   

20.
Cognitive interviews were employed to systematically examine the cognitive validity of self-report survey items extensively used to assess classroom mastery goal structure. In a sample of elementary and middle school students, items were identified that functioned according to their intended meaning and those eliciting less accurate interpretations as conceptually defined by mastery goal structure cognitive validity criteria. Evidence suggested that items framed to focus on students’ teachers (i.e., teacher goals) were more cognitively valid than were items that focused students on their classroom context. Items with abstract terms yielded less accurate interpretations. We discuss implications of determining the cognitive validity of scales used to assess achievement goal structure and related self-report instruments.  相似文献   

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