Autonomous and Controlled Reasons Underlying Self-Approach and Self-Avoidance Goals and Educational Outcomes

Autor/inn/en	Gillet, Nicolas; Huyghebaert, Tiphaine; Barrault, Servane; Bucourt, Emilie; Gimenes, Guillaume; Maillot, Axel; Poulin, Aurélie; Sorel, Olivier
Titel	Autonomous and Controlled Reasons Underlying Self-Approach and Self-Avoidance Goals and Educational Outcomes
Quelle	In: Social Psychology of Education: An International Journal, 20 (2017) 1, S.179-193 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-017-9368-z
Schlagwörter	Goal Orientation; Outcomes of Education; Academic Achievement; Self Efficacy; Dropouts; Correlation; Student Motivation; Models; Psychological Patterns; Self Determination; Student Attitudes; Statistical Analysis; Questionnaires; Scores; College Students + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Lernleistung; Schulerfolg; Schulleistung; Self-efficacy; Selbstwirksamkeit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Korrelation; Schulische Motivation; Analogiemodell; Selbstbestimmung; Schülerverhalten; Statistische Analyse; Fragebogen; Collegestudent
Abstract	Based on the new 3 × 2 achievement goal model, the first purpose of this prospective research was to examine the relation of self-approach and self-avoidance goals to four educational outcomes, namely intentions of dropping out, educational satisfaction, self-efficacy, and achievement. We also considered the autonomous and controlled reasons underlying these self-based goals in order to investigate whether self-approach and self-avoidance goals, as well as their underlying reasons, related to outcomes. Data was collected from 330 students, at two time points. Our findings showed that self-approach and self-avoidance goals did not explain changes in outcomes, with the exception of the significant relationship between self-avoidance goals and educational satisfaction. The present results also revealed that the autonomous and controlled motivations underlying achievement goals were more strongly related to changes in all four educational outcomes than was the endorsement of goals themselves. Theoretical implications and research perspectives are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01