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The longitudinal effects of achievement goals and perceived control on university student achievement |
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| Authors: | Lia M Daniels Raymond P Perry Robert H Stupnisky Tara L Stewart Nancy E G Newall Rodney A Clifton |
| Institution: | 1. Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada 2. Department of Psychology, University of Manitoba, 190 Dysart Rd, Winnipeg, MB, R3T 2 N2, Canada 3. Department of Educational Foundations and Research, University of North Dakota, 252 Education Building, Grand Forks, ND, 58202-7189, USA 4. Department of Psychology, Idaho State University, 921 S 8th Ave, Stop 8112, Pocatello, ID, USA 5. Community Health Sciences, University of Manitoba, 338K Isbister Building, Winnipeg, MB, R3T 2 N2, Canada 6. Faculty of Education, 256 St John’s College, University of Manitoba, Winnipeg, MB, R3T 2M5, Canada |
| Abstract: | In the area of achievement motivation, students’ beliefs pertaining to achievement goals and perceived control have separately guided a large amount theoretical and empirical research. However, limited research has considered the simultaneous effects of goals and control on achievement. The purpose of this study was to examine primary and secondary control as potential mediators of the effects of mastery and performance goals on achievement, measured as final percentage in Introductory Psychology and GPA. The sample consisted of 224 first-year university students at a Canadian doctoral granting university. All participants completed two surveys and consented to release their grades to the researchers. We found that neither performance goals nor mastery goals had direct effects on achievement. However, performance goals had a positive indirect effect on achievement through primary control. Indirect effects also emerged for mastery goals, positively through primary control and negatively through secondary control. These results offer one explanation for the often-found non-significant relationship between mastery and achievement and are discussed in light of interventions aimed to modify goals and/or control and thereby increase achievement. |
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