Analyzing student motivation at the confluence of achievement goals and their underlying reasons: an investigation of goal complexes.
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| Title: | Analyzing student motivation at the confluence of achievement goals and their underlying reasons: an investigation of goal complexes. |
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| Authors: | Hodis, Flaviu1 flaviu.hodis@vuw.ac.nz, Tait, Carolyn1 carolyn.tait@vuw.ac.nz, Hodis, Georgeta2 g.m.hodis@massey.ac.nz, Hodis, Monica3 mhodis@sjfc.edu, Scornavacca, Eusebio4 escornavacca@ubalt.edu |
| Source: | Social Psychology of Education. Sep2016, Vol. 19 Issue 3, p643-660. 18p. 5 Charts. |
| Subject Terms: | *Academic motivation, *Educational objectives, *Students, *Cognitive dissonance, *Self-evaluation, *Futures studies |
| Geographic Terms: | New Zealand |
| Abstract: | This research investigated the interrelations among achievement goals and the underlying reasons for pursuing them. To do so, it utilized the framework of goal complexes, which are regulatory constructs defined at the intersection of aims and reasons. Data from two independent large samples of New Zealand university students showed that across types of reasons, namely development versus demonstration of competence/ability, and approach-avoidance tendencies pertaining to aims and reasons, respectively, participants rated lowest items mapping normative aims. Additionally, for most non-normative achievement goals, which in this study were related to task and own past performance, students endorsed more strongly items pertaining to the development rather than the demonstration of competence/ability. This pattern of results was reversed for approach-but not avoidance-related reasons associated with normative aims. These findings are largely consistent with the tenets of cognitive dissonance theory and have important implications for pedagogical practice, policy development, and the study of self-evaluation and cognitive processes. In addition, they delineate new directions for fruitful future research. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 118194589 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11218-016-9351-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 643 Subjects: – SubjectFull: Academic motivation Type: general – SubjectFull: Educational objectives Type: general – SubjectFull: Students Type: general – SubjectFull: Cognitive dissonance Type: general – SubjectFull: Self-evaluation Type: general – SubjectFull: Futures studies Type: general – SubjectFull: New Zealand Type: general Titles: – TitleFull: Analyzing student motivation at the confluence of achievement goals and their underlying reasons: an investigation of goal complexes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hodis, Flaviu – PersonEntity: Name: NameFull: Tait, Carolyn – PersonEntity: Name: NameFull: Hodis, Georgeta – PersonEntity: Name: NameFull: Hodis, Monica – PersonEntity: Name: NameFull: Scornavacca, Eusebio IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 13812890 Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: Social Psychology of Education Type: main |
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