Principals' Achievement Motives and Implicit Theories Predict Principals' Desired Achievement Goals for Their Students
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| Title: | Principals' Achievement Motives and Implicit Theories Predict Principals' Desired Achievement Goals for Their Students |
|---|---|
| Language: | English |
| Authors: | Andrew J. Elliot (ORCID |
| Source: | Educational Management Administration & Leadership. 2025 53(2):438-455. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Principals, Administrator Attitudes, Goal Orientation, Academic Achievement, Instructional Leadership, Achievement Need, Educational Objectives, Single Sex Schools, Foreign Countries |
| Geographic Terms: | Saudi Arabia |
| DOI: | 10.1177/17411432231175743 |
| ISSN: | 1741-1432 1741-1440 |
| Abstract: | The present research investigated principals' achievement motives and implicit theories of intelligence as predictors of their desired achievement goals for their students. The research was highly powered and conducted in the understudied cultural context of Saudi Arabia. Data were collected from 326 principals (175 female and 151 male) in single-sex elementary, middle, and high schools in the study. Results indicated that the need for achievement positively predicted all four achievement goals, whereas fear of failure positively predicted the two avoidance goals, mastery-avoidance, and performance avoidance. Incremental theory positively predicted the two approach goals, mastery-approach and performance-approach, as did entity theory; decremental theory negatively predicted mastery-approach goals. The findings were robust across principal and school characteristics. This research is novel regarding the study of principal achievement motivation and desired achievement goals for others and extends and enriches our understanding of achievement motivation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466561 |
| Database: | ERIC |
| Abstract: | The present research investigated principals' achievement motives and implicit theories of intelligence as predictors of their desired achievement goals for their students. The research was highly powered and conducted in the understudied cultural context of Saudi Arabia. Data were collected from 326 principals (175 female and 151 male) in single-sex elementary, middle, and high schools in the study. Results indicated that the need for achievement positively predicted all four achievement goals, whereas fear of failure positively predicted the two avoidance goals, mastery-avoidance, and performance avoidance. Incremental theory positively predicted the two approach goals, mastery-approach and performance-approach, as did entity theory; decremental theory negatively predicted mastery-approach goals. The findings were robust across principal and school characteristics. This research is novel regarding the study of principal achievement motivation and desired achievement goals for others and extends and enriches our understanding of achievement motivation. |
|---|---|
| ISSN: | 1741-1432 1741-1440 |
| DOI: | 10.1177/17411432231175743 |
