When Are Mastery Goals More Adaptive? It Depends on Experiences of Autonomy Support and Autonomy

Autor/inn/en	Benita, Moti; Roth, Guy; Deci, Edward L.
Titel	When Are Mastery Goals More Adaptive? It Depends on Experiences of Autonomy Support and Autonomy
Quelle	In: Journal of Educational Psychology, 106 (2014) 1, S.258-267 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0034007
Schlagwörter	Mastery Learning; Goal Orientation; Self Determination; Learning Theories; Personal Autonomy; Undergraduate Students; Foreign Countries; Handwriting; Psychological Patterns; Learning Motivation; Secondary School Students; Grade 7; Grade 8; Learner Engagement; Academic Achievement; Educational Experiments; Correlation; Israel + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Selbstbestimmung; Learning theory; Lerntheorie; Individuelle Autonomie; Ausland; Handschrift; Motivation for studies; Lernmotivation; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schulleistung; Schulversuch; Korrelation
Abstract	Mastery goals are generally considered the most adaptive achievement goals. In 2 studies, we tested whether, in line with self-determination theory, participants' experiences of autonomy support and autonomy would affect the relations between mastery goals and psychological outcomes. In Study 1 (an experiment), 117 college students, randomly assigned to 3 groups (autonomy-supportive, autonomy-suppressive, neutral), adopted an intrapersonal-competence standard to improve graphic quality of handwriting. Results showed that mastery goals led to more positive emotional experiences when given in an autonomy-supportive context relative to the other two. Study 2 extended the research to natural settings and learners' motives among 7th and 8th graders (n = 839) responding to questionnaires about a specific class. Results revealed stronger relations of mastery goals with interest and enjoyment and with behavioral engagement when students perceived their level of choice (experience of autonomy) as high rather than low. We therefore propose that research on achievement goals should consider both the contexts and the motives accompanying the goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01