The Strength of the Relation between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications

Autor/inn/en	Linnenbrink-Garcia, Lisa; Middleton, Michael J.; Ciani, Keith D.; Easter, Matthew A.; O'Keefe, Paul A.; Zusho, Akane
Titel	The Strength of the Relation between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications
Quelle	In: Educational Psychologist, 47 (2012) 4, S.281-301 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2012.722515
Schlagwörter	Achievement; Theories; Educational Psychology; Goal Orientation; Fear; Failure; Cultural Differences; Individual Development; Age Differences; Competence; Measures (Individuals); Factor Structure; Correlation; Research Methodology; Educational Practices + Suchen Sie Ihr Suchwort? Performance; Leistung; Theory; Theorie; Erziehungspsychologie; Pädagogische Psychologie; Zielorientierung; Zielvorstellung; Furcht; Kultureller Unterschied; Individuelle Entwicklung; Age; Difference; Age difference; Altersunterschied; Kompetenz; Messdaten; Faktorenstruktur; Korrelation; Research method; Forschungsmethode; Bildungspraxis
Abstract	In current research on achievement goal theory, most researchers differentiate between performance-approach and performance-avoidance goal orientations. Evidence from prior research and from several previously published data sets is used to highlight that the correlation is often rather large, with a number of studies reporting correlations above .50. The large magnitude of this correlation raises questions and warrants further investigation. The size of the correlation also varies substantially across studies; thus, several potential moderators were considered. Minimal evidence for moderation was found, with little variability in relations as a function of fear of failure, culture, and specificity of the goal assessment. There was some evidence of variability in the correlation based on age, perceived competence, and assessment instrument. The article concludes by highlighting theoretical, methodological, and instructional questions that arise as a result of the large correlation and making recommendations and guidance for research, instructional practice, and theory advancement. (Contains 2 tables and 8 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10