共查询到20条相似文献，搜索用时 812 毫秒
1.
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
2.
Implicit theories of intelligence play an important role in students’ academic motivation and achievement. This longitudinal study examined how the trajectories of implicit theories of intelligence from Grade 8 to Grade 10 were related to Grade 12 SAT achievement via Grade 11 achievement goals. We employed parallel process models to examine changing patterns of Korean students’ (N = 6491) entity and incremental theories over three years. Results showed that both entity and incremental theories increased over time. The intercept and the slope of entity theory were negatively related with the intercept and the slope of incremental theory, respectively. In line with Dweck’s theoretical framework, increases in incremental theory were found to predict SAT achievement via mastery-approach goals, whereas increases in entity theory predicted SAT achievement via performance-approach goals. The results indicate that different types of achievement goals play unique roles in mediating the relation between changes in implicit theories and SAT achievement. 相似文献
3.
Peter A.M. Scheltinga Hans Kuyper Anneke C. Timmermans Greetje P.C. van der Werf 《教育心理学》2016,36(7):1173-1195
The dominant achievement goals (DAGs) of 7008 students in the third grade of Dutch secondary education (US grade 9) were investigated, based on Elliot & McGregors’ 2 × 2 framework (2001), in relation to track-level and motivational variables. We found the mastery-approach goal and the performance-approach goal, generally considered adaptive, to be more prominent among students in lower tracks. In contrast, avoidance goals were more common in higher tracks. Most notably, in the highest track, the mastery-avoidance goal was the most prominent. Additionally, we found that students with a dominant performance-approach goal scored highest on almost all motivational variables examined; students without a DAG scored mostly second highest. The implications of these findings are discussed. 相似文献
4.
Aikaterini Vassiou Athanasios Mouratidis Eleni Andreou Konstantinos Kafetsios 《教育心理学》2016,36(5):879-897
Performance at school is affected not only by students’ achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students’ achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes and their Greek language and mathematics teachers. Results from multilevel analyses indicated that students’ mastery-approach and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students’ emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes. 相似文献
5.
Céline Darnon Mickaël Jury Cristina Aelenei 《European Journal of Psychology of Education - EJPE》2018,33(4):713-726
Although approach forms of achievement goals (mastery and performance goals) have been shown to predict academic achievement in college, recent research underscores that these associations are rather weak and not consistently observed. The present study tests students’ social class (in the present research, generational status) as a moderator of the relationships between both mastery-approach goals and performance-approach goals and final grade. One hundred students (45 first-generation students and 55 continuing-generation students, M age = 18.9, SD = 1.52) answered an achievement goal scale related to one of their classes at the beginning of the year. Their final grade for this class was obtained three months later. As expected, performance-approach goals positively predicted final grade only for upper-class students, while mastery-approach goals tend to do so for lower-class students, supporting the idea that different kinds of motivation could predict students’ achievement depending on their social class. 相似文献
6.
Based on the hierarchical model of achievement motivation, this study examined how grit predicted achievement goals among two university student samples from American and Chinese cultures. Grit, as a personality trait, includes consistency of interest and perseverance of effort; achievement goals are represented by four types of goals, namely, mastery-approach, performance-approach, mastery-avoidance and performance-avoidance goals. Two hundred and seventy-two undergraduate students (158 Americans and 114 Chinese) were recruited and completed the survey online. Results showed that, though positively correlated, the two aspects of grit predicted achievement goals in very different ways. Specifically, consistency of interest negatively predicted performance-avoidance goals, whereas perseverance of effort positively predicted all four achievement goals (i.e. mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance goals). Multi-group structural equation modelling revealed that this pattern was equivalent across the two cultural samples. 相似文献
7.
Richard Remedios 《Distance Education》2013,34(3):271-289
Achievement goals predict learning in children and young adults, but it is unclear whether they apply to older adults and how they are related to approaches to studying. An online survey examined achievement goals, approaches to studying and academic attainment in distance learners. The Achievement Goals Questionnaire-Revised and the Approaches to Learning and Studying Inventory were given to 2000 students, yielding 1211 responses. The findings confirmed the 2?×?2 model of mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals in adult distance learners. Mastery goals were positively associated with deep and strategic approaches to studying but negatively associated with a surface approach. Performance goals showed only weak associations with approaches to studying. Performance-approach goals were positively related to attainment, performance-avoidance goals were negatively related to attainment, but mastery goals were unrelated to attainment. The relationship between achievement goals and attainment was partly but not wholly mediated by approaches to studying. 相似文献
8.
在教育游戏环境中,探讨不同玩家的成就目标对学业情绪的影响将有助于教育游戏的情感化设计。请36位玩家对6款电子游戏的教育性进行评价,将他们的评测分数与量表相对照,最终选择"平衡球"、"极速拯救"和"逻辑之门"作为本研究的实验环境。随机测量300名在校大学生的成就目标定向,并从中选择40名被试参与后续实验,测量教育游戏过程中他们的学业情绪。研究结果显示,在三款不同类型的教育游戏中,成就目标与学业情绪均存在不同程度的相关关系:掌握趋近目标与积极高唤醒度情绪存在明显的正相关,与消极情绪成明显的负相关;掌握回避目标与积极低唤醒度情绪存在负相关,与消极高唤醒度情绪成明显的正相关;成绩趋近目标与积极高唤醒度情绪存在明显的正相关关系,与消极情绪成明显的负相关关系;成绩回避目标与消极高唤醒度情绪成明显的正相关关系,与积极高唤醒度情绪成明显的负相关关系。 相似文献
9.
The relations among students’ motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item
questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school
mathematics classrooms. Results indicated that, in general, students’ cognitive processes related closely to competence beliefs,
task values, and achievement goals, and more importantly their success or failure in mathematics achievement was closely linked
to competence beliefs, performance-avoidance goals, and persistence strategies. Positive evidence of performance-approach
goals was observed in math learning relative to task goals. As expected, performance-avoidance goals turned out to be detrimental
to students’ math learning. These findings are generally congruent with the motivational theories and support the position
that students should be encouraged to adopt task goals and actively involve themselves in math class activities. However,
it also behooves us to recognize the potential benefits of performance-approach goals in different cultural contexts, such
as the Korean elementary school math classrooms. 相似文献
10.
The transition from primary to secondary education is regarded as a crucial phase in pupils’ school careers. Changes in the school environment have a negative influence on pupils’ perceived control and engagement. However, until now little attention has been devoted to the role of the onset of ability grouping therein, which often coincides with the start of secondary education. Research has shown that students in non-academic tracks display lower levels of perceived control and engagement. In this study we examine the relation between pupils’ prospective track choice and feelings of perceived control and behavioural and cognitive engagement before the transition to secondary education. Stepwise multilevel regression models were run on data collected from pupils in their last year of primary education in 36 schools in the cities of Antwerp and Ghent (Flanders, Belgium) in May–June 2016. The results show that pupils who indicated that they would start secondary education in non-academic tracks displayed lower levels of perceived control and behavioural and cognitive engagement than pupils who indicated that they would start in an academic track. Further analyses suggest that teacher assessments of pupils’ competence play an important role in explaining these differences according to prospective track choice—with regard to perceived control and behavioural disengagement, this effect is established net of students’ actual competence. This study demonstrates that differences in perceived control and engagement according to track originate in primary education, and that primary school teachers play a vital part in labelling students according to their future careers. 相似文献
11.
The definition, measurement, prevalence, and relations of mastery-avoidance goals with engagement outcomes are still under debate. Study 1 (n = 256) aimed to investigate these issues among junior high and high school students in two domains. Findings indicated that students distinguished between the three commonly assessed achievement goals and mastery-avoidance goals. Moreover, students distinguished between the two standards conceived to underlie mastery-avoidance goals—task-mastery and intrapersonal competence. However, the task-mastery items failed to show reliability. Study 2 (n = 118) aimed to replicate the results of Study 1 as well as to investigate the associations of mastery-avoidance goals with self-regulation strategies and affect in school. Intrapersonal mastery-avoidance goals were positively related to adaptive strategies and negatively with maladaptive strategies. Moreover, when combined with mastery-approach goals, intrapersonal mastery-avoidance goals enhanced students’ reports of adaptive affect in school. The implications of these findings to theory, method, and future directions are discussed. 相似文献
12.
This study investigated the relations between early adolescents’ academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school. 相似文献
13.
Past research has revealed direct effects of parental involvement and parenting style on children’s achievement goals separately, however, it is necessary to investigate the interactive mechanism in an integrated way. This study examined the relations between children’s perception of different dimensions of parental involvement (i.e. home-based involvement, school-based involvement and academic socialisation) and their achievement goals, and the moderating role of parenting style (i.e. parental autonomy support vs. psychological control). Participants were 614 Chinese fourth and fifth grades students. Results showed that home-based involvement was positively associated with performance-approach goals, school-based involvement was positively associated with mastery goals, and academic socialisation was positively associated with both mastery and performance-approach goals. Parental psychological control moderated the relationships between performance-approach goals and two types of parental involvement: Academic socialisation and home-based involvement. These findings underscored the need of taking a multidimensional approach in conceptualising parental involvement, and that parental involvement should be expressed in an appropriate context of parenting style. 相似文献
14.
According to the goal orientation model, students’ achievement goals and beliefs are interrelated. Within this framework, research and theory have so far assumed that achievement goals are associated with students’ beliefs of causes of success, the latter representing students’ subjective beliefs about the factors contributing to success at school. So far, this line of research has been restricted to a few cross-sectional studies. We examined the temporal relations between achievement goals (mastery, performance-approach, and performance-avoidance goals) and students’ beliefs of causes of success, the latter operationalized by asking the students to rate the subjective importance of diligence, effort, and ability for school success. Achievement goals and beliefs of causes of success were measured twice with a time lag of one school year with a sample of N = 2044 German secondary school students. Cross-lagged panel models were estimated to examine the temporal relations between achievement goals and beliefs of causes of success while controlling for students’ secondary school track, socio-economic status, and Grade Point Average. Former mastery goals were found to be positively related to later importance ratings of diligence for school success; former performance-approach goals were found to be positively related to later importance ratings of ability. Boys and girls were found to display similar relations among constructs but they showed differential mean levels on both the achievement goal constructs and the beliefs of causes of success. Implications for research on achievement goals and practice using intervention approaches are discussed. 相似文献
15.
School transitions are important phases in students’ educational experiences. The current study aimed to explore the trajectories of academic and social motivation across the transition from elementary to middle school. Participants (N = 415) were sampled from six elementary schools; 55% transitioned after sixth grade (transition) and 45% remained at the same school (no-transition). The students reported academic and social goals and perceived teacher goal emphasis at four time points over two successive years. A growth curve analysis revealed that students who transitioned reported a greater decline in mastery goals and an increase in performance-approach goals. Students from no-transition schools reported higher initial levels for all social goals, with a steeper decline in seventh grade. Perceived teacher goal emphasis was associated with social development goals over time. Practitioners should be aware that school transitions may influence academic motivation but may not similarly influence social motivation. 相似文献
16.
Céline Darnon Fabrizio Butera Gabriel Mugny Alain Quiamzade Chris S. Hulleman 《European Journal of Psychology of Education - EJPE》2009,24(4):423-434
Classroom research on achievement goals has revealed that performance-approach goals (goals to outperform others) positively
predict exam performance whereas performance-avoidance goals (goals not to perform more poorly than others) negatively predict
it. Because prior classroom research has primarily utilized multiple-choice exam performance, the first aim of the present
study was to extend these findings to a different measure of exam performance (oral examination). The second aim of this research
was to test the mediating role of perceived difficulty. Participants were 49 4th year psychology students of the University
of Geneva. Participants answered a questionnaire assessing their level of performance-approach and performance-avoidance goal
endorsement in one of their classes as well as the perceived difficulty of this class for themselves. Results indicated that
performance-approach goals significantly and positively predicted exam grades. Performance-avoidance goals significantly and
negatively predicted grades. Both of these relationships were mediated by the perceived difficulty of the class for oneself.
Thus, the links previously observed between performance goals and exam performance were replicated on an oral exam. Perceived
difficulty is discussed as a key dimension responsible for these findings. 相似文献
17.
Thérèse Bouffard Lucille Boileau Carole Vezeau 《European Journal of Psychology of Education - EJPE》2001,16(4):589-604
336 students, 186 girls and 150 boys were met at the end of the school year, both at grade six and at Secondary one, in order to examine the impact of the transition from elementary to secondary school on various motivational variables. Analyses showed changes in self-efficacy beliefs and learning goals, whatever students’ level of achievement and gender. However, self-efficacy beliefs appeared as the most powerful predictor of academic performance at both school levels. In addition, the pattern of relations between academic performance and the variables examined was relatively similar at both times of measurement. The discussion focuses on changes in self-efficacy beliefs and learning goals and on their relations to academic performance. 相似文献
18.
19.
Achievement goals have been linked to achievement in various educational settings. The present work explored day-to-day variations in achievement goals (mastery, performance-approach, performance-avoidance) and their associations with daily experiences of academic success and failure. Ambulatory assessment data from 108 students in Grade 5 were collected, with daily assessments of achievement goals in the morning and end-of-day reports of academic success and failure. Dynamic structural equation models revealed reciprocal within-person effects between mastery goals and academic success. Academic success was further associated with higher mastery and performance-approach goals in the next morning. Academic failure was linked to both performance goals, though this association was not robust in all sensitivity analyses. Higher average daily academic success and lower average academic failure were linked to better academic achievement one year later. Findings suggest meaningful within-person dynamics among goals and daily academic success and failure. 相似文献
20.
Travis M. Wilson Chanjin Zheng Katherine A. Lemoine Caroline P. Martin Yue Tang 《Journal of Experimental Education》2016,84(4):723-743
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