The Role of Personal Best Goal Setting and Teaching Styles in Homework Behavior: An Academic Demands-Resources Perspective
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| Title: | The Role of Personal Best Goal Setting and Teaching Styles in Homework Behavior: An Academic Demands-Resources Perspective |
|---|---|
| Language: | English |
| Authors: | Helena Granziera (ORCID |
| Source: | Social Psychology of Education: An International Journal. 2024 27(4):2129-2142. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Goal Orientation, Teaching Styles, Homework, Student Improvement, Academic Persistence, Predictor Variables, Student Behavior |
| DOI: | 10.1007/s11218-024-09896-1 |
| ISSN: | 1381-2890 1573-1928 |
| Abstract: | Personal best (PB) goal setting refers to the pursuit of individual improvement through striving to outperform a previous best level of performance or effort. Although promising evidence has been building, numerous empirical questions remain to be answered, including how PB goal setting may operate alongside various contextual predictors of academic functioning. Applying the Academic Demands-Resources (AD-R) framework, the present study examined how academic resources and demands (conceptualized by way of teachers' interpersonal styles: autonomy-supportive and psychologically-controlling/thwarting teaching) and personal resources (PB goal setting) are associated with parent reports of students' behavioral engagement (homework behavior). The study comprised 414 Australian secondary school students. Results of structural equation modeling revealed that PB goal setting significantly predicted positive homework behavior and also moderated the association between psychologically-controlling teaching practices and homework behavior, such that PB goal setting was associated with positive homework behavior under conditions of high demands. The present work highlights the potentially unique contribution of PB goal setting in facilitating students' adaptive engagement and demonstrates the utility of the AD-R framework for better understanding students' engagement in the academic context. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1439588 |
| Database: | ERIC |
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| Abstract: | Personal best (PB) goal setting refers to the pursuit of individual improvement through striving to outperform a previous best level of performance or effort. Although promising evidence has been building, numerous empirical questions remain to be answered, including how PB goal setting may operate alongside various contextual predictors of academic functioning. Applying the Academic Demands-Resources (AD-R) framework, the present study examined how academic resources and demands (conceptualized by way of teachers' interpersonal styles: autonomy-supportive and psychologically-controlling/thwarting teaching) and personal resources (PB goal setting) are associated with parent reports of students' behavioral engagement (homework behavior). The study comprised 414 Australian secondary school students. Results of structural equation modeling revealed that PB goal setting significantly predicted positive homework behavior and also moderated the association between psychologically-controlling teaching practices and homework behavior, such that PB goal setting was associated with positive homework behavior under conditions of high demands. The present work highlights the potentially unique contribution of PB goal setting in facilitating students' adaptive engagement and demonstrates the utility of the AD-R framework for better understanding students' engagement in the academic context. |
|---|---|
| ISSN: | 1381-2890 1573-1928 |
| DOI: | 10.1007/s11218-024-09896-1 |
