Predicting Singapore Students' Achievement Goals in Their English Study: Self-Construal and Classroom Goal Structure

Autor/inn/en	Luo, Wenshu; Hogan, David; Paris, Scott G.
Titel	Predicting Singapore Students' Achievement Goals in Their English Study: Self-Construal and Classroom Goal Structure
Quelle	In: Learning and Individual Differences, 21 (2011) 5, S.526-535 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.07.002
Schlagwörter	Foreign Countries; Secondary School Students; Academic Achievement; Educational Objectives; English; Self Concept; Goal Orientation; Singapore + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schulleistung; Educational objective; Bildungsziel; Erziehungsziel; English language; Englisch; Selbstkonzept; Zielorientierung; Zielvorstellung; Singapur
Abstract	This study examined the role of self-construal and classroom goal structure in predicting Singapore secondary students' achievement goals in their English study. Students from 104 classes were administered surveys of achievement goals, classroom goal structure, English self-concept, and self-construal. The results of two-level hierarchical linear modeling showed that after controlling for gender, previous English achievement, and English self-concept, interdependent self-construal significantly predicted mastery approach and avoidance goals, while independent self-construal was associated with performance approach, performance avoidance, and mastery approach goals. Mastery classroom goal structure predicted mastery approach and avoidance goals, whereas performance classroom goal structure predicted performance approach and avoidance goals as well as mastery avoidance goals. In addition, students with interdependent self-construal in classrooms with a performance focus were more likely to endorse mastery approach, mastery avoidance, and performance avoidance goals, while students with independent self-construal in classrooms with a performance focus tended to have performance approach goals. This study provides validation for the 2x2 framework of achievement goals, and advances our knowledge of how students adopt multiple goals. The findings are related to the educational achievement context of Singapore. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10