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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 0000-0002-1664-6426), Ahmed Alzaidi, David L. Weissman, Ahmed Nezar M. Kobeisy
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
FullText Text:
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  Data: Principals' Achievement Motives and Implicit Theories Predict Principals' Desired Achievement Goals for Their Students
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  Data: <searchLink fieldCode="AR" term="%22Andrew+J%2E+Elliot%22">Andrew J. Elliot</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1664-6426">0000-0002-1664-6426</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ahmed+Alzaidi%22">Ahmed Alzaidi</searchLink><br /><searchLink fieldCode="AR" term="%22David+L%2E+Weissman%22">David L. Weissman</searchLink><br /><searchLink fieldCode="AR" term="%22Ahmed+Nezar+M%2E+Kobeisy%22">Ahmed Nezar M. Kobeisy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Management+Administration+%26+Leadership%22"><i>Educational Management Administration & Leadership</i></searchLink>. 2025 53(2):438-455.
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  Data: 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
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Need%22">Achievement Need</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Single+Sex+Schools%22">Single Sex Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Data: 10.1177/17411432231175743
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  Data: 1741-1432<br />1741-1440
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Achievement Need
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      – SubjectFull: Educational Objectives
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      – SubjectFull: Single Sex Schools
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Saudi Arabia
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      – TitleFull: Principals' Achievement Motives and Implicit Theories Predict Principals' Desired Achievement Goals for Their Students
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