Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year

Autor/in	Ng, Chi-hung Clarence
Titel	Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year
Quelle	In: Educational Psychology, 34 (2014) 6, S.730-762 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2013.832151
Schlagwörter	Self Concept; Academic Achievement; Schemata (Cognition); Correlation; Goal Orientation; Cognitive Style; High School Students; Foreign Countries; Student Attitudes; Surveys; Achievement Tests; Mathematics Achievement; Multivariate Analysis; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Selbstkonzept; Schulleistung; Cognition; Schema; Kognition; Korrelation; Zielorientierung; Zielvorstellung; Cognitive styles; Kognitiver Stil; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Schülerverhalten; Survey; Umfrage; Befragung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Multivariate Analyse; Statistische Analyse; Australien
Abstract	Academic self-schemas are important cognitive frames capable of guiding students' learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches, learning attitudes and achievement levels in learning mathematics. Students completed a survey and attempted an achievement test at the beginning and close to the end of the academic year. Two hypotheses in relation to the notion of self-engagement congruence were examined. The first hypothesis assumes that students holding a specific academic self-schema will maintain a pattern of engagement and achievement congruent with their specific self-conception over time. The second hypothesis postulates that a change in academic self-schemas will be associated with a corresponding shift in students' engagement and achievement patterns. Cluster analyses provided clear evidence supporting these two hypotheses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10