Personal and Contextual Antecedents of Achievement Goals: Their Direct and Indirect Relations to Students' Learning Strategies

Autor/inn/en	Michou, Aikaterini; Mouratidis, Athanasios; Lens, Willy; Vansteenkiste, Maarten
Titel	Personal and Contextual Antecedents of Achievement Goals: Their Direct and Indirect Relations to Students' Learning Strategies
Quelle	In: Learning and Individual Differences, 23 (2013), S.187-194 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.09.005
Schlagwörter	Student Motivation; Failure; Achievement Need; Learning Strategies; Fear; Path Analysis; Elementary School Students; Academic Achievement; Goal Orientation; Mastery Learning; Correlation + Suchen Sie Ihr Suchwort? Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Furcht; Pfadanalyse; Schulleistung; Zielorientierung; Zielvorstellung; Korrelation
Abstract	In this correlational research, we investigated to what extent achievement goals, in conjunction with need for achievement and fear of failure as well as perceived classroom goal structures, are related to learning strategies among upper elementary school students. After taking into account students' tendency to respond in a socially desirable way, we found, through path analysis, that mastery-approach goals partially mediated the relation of need for achievement and perceived mastery goal structures to learning strategies. These findings are discussed within the hierarchical model framework proposed by Elliot (1999). They suggest that the simultaneous examination of personal and contextual antecedents of achievement goals can enhance our understanding of the processes underlying achievement motivation and its outcomes. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10