Factors Related to Taiwanese Adolescents' Academic Engagement and Achievement Goal Orientations

Autor/in	Shih, Shu-Shen
Titel	Factors Related to Taiwanese Adolescents' Academic Engagement and Achievement Goal Orientations
Quelle	In: Journal of Educational Research, 114 (2021) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1861584
Schlagwörter	Adolescents; Grade 8; Junior High School Students; Learner Engagement; Predictor Variables; Academic Achievement; Achievement Need; Goal Orientation; Intelligence; Personal Autonomy; Psychological Needs; Parenting Styles; Cultural Context; Teaching Styles; Theories; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Prädiktor; Schulleistung; Zielorientierung; Zielvorstellung; Intelligenz; Klugheit; Individuelle Autonomie; Lehrstil; Unterrichtsstil; Theory; Theorie; Ausland
Abstract	The present study examined the relationships of Taiwanese eighth graders' perceived autonomy support from teachers, parental psychological control, implicit theories of intelligence, and achievement goal orientations to their agentic, behavioral, emotional, and cognitive engagement in schoolwork. Also, the current research explored the determining factors of Taiwanese adolescents' achievement goal orientations. Four hundred and two eighth-grade Taiwanese students completed a self-reported survey assessing the variables described above. Results of hierarchical regression analyses indicated that autonomy support from teachers along with incremental theory of intelligence positively predicted all the four components of academic engagement. Each aspect of academic engagement was associated with different achievement goal orientations. Additionally, results of this study suggested that teachers' autonomy support versus parental psychological control as well as students' incremental versus entity theories of intelligence all positively predicted mastery-avoidance, performance-approach, and performance-avoidance goal orientations. Implications for educational practices and future research are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01