Adult students' achievement goal orientations and evaluations of the learning environment: a person-centred longitudinal analysis

Pulkka, Antti-Tuomas; Niemivirta, Markku

doi:10.1080/13803611.2013.767741

Cited by 34 publications

(38 citation statements)

References 78 publications

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“…"Ego oriented" is the second cluster and includes the 213 students who revealed the highest levels in self-enhancing and selfdefeating ego orientations. Students from the third cluster (n=302) had high levels in both task and self-enhancing ego orientation and for this reason this cluster was labelled "success oriented", adopting the terminology used in other studies with similar findings (Pulkka & Niemivirta, 2013;Tuominen-Soini et al, 2008, 2012. The fourth cluster, "disengaged" is characterized by avoidance orientation, where students from this group (n=185) had high levels of avoidance orientation and low levels in the remaining domains.…”

Section: Cluster Analysismentioning

confidence: 99%

“To learn, or to be the best?”: Achievement goal profiles in pre-adolescents

Peixoto

Pipa²,

Mata³

et al. 2017

Análise Psicológica

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This study aimed to examine the achievement goal orientation profiles of 5 th and 7 th grade students and the profile differences in academic achievement and anxiety. Participants were 1652 Portuguese students who responded to the Achievement Goals Scale and the Achievement Emotions Questionnaire. Based on a person-centered approach, cluster analysis identified six groups of students with distinct motivational profiles: task oriented, ego oriented, success oriented, disengaged, selfdefeating oriented and diffuse. The largest number of participants were in the diffuse oriented group. In terms of the gender composition of clusters, differences manifested in the groups of disengaged and self-defeating orientations, with boys predominating in the former and girls in the latter. In age, the success oriented students group was in the majority composed of younger students and older students were more likely to adopt disengaged orientations. Clusters also revealed different compositions when retention was taken into account, with students who had been retained being more represented in the disengaged and diffuse groups. Moreover results showed that goal orientation profiles had effects on academic achievement and anxiety: success oriented students achieved higher grades and students whose profiles are predominantly ego oriented (self-enhancement and selfdefeating) express more class and test anxiety.

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Section: Cluster Analysismentioning

confidence: 99%

“To learn, or to be the best?”: Achievement goal profiles in pre-adolescents

Peixoto

Pipa²,

Mata³

et al. 2017

Análise Psicológica

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show abstract

“…Students who are willing to study and interested in learning, such as straight-A graduates are (see Salmela & Määttä, 2015;Salmela & Uusiautti, 2013;, evaluate often positively their learning environments (Pulkka & Niemivirta, 2013). These students as high-achievers are significantly above the average students' grades.…”

Section: Discussionmentioning

confidence: 89%

Finnish High-Achieving Students’ Perceptions of the Best Practices in Teaching

Salmela¹,

Uusiautti

Määttä

2015

IJE

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According to latest international student comparisons, Finnish students do relatively well at school. But how to maintain this level or even do better? This study focused on Finnish high-achieving students from the general upper secondary education. The purpose was to find out how these special students described their best teachers and teaching and, according to their narratives, what kind of teaching supported their strengths and study success the best. The study was based on the positive psychological theorization of good teaching in which teaching is understood as interaction that supports students' strengths. A narrative study approach was chosen and the sets of data included the Finnish straight-A graduates' (N=14) written and spoken narratives. The data were analyzed with narrative analyzing methods. The results introduced five core elements of teaching that support students' strengths and study success: (1) trust, (2) enthusiasm and zeal, (3) appreciation of achievements, (4) student-centeredness, and (5) dialogue. Based on the findings, opportunities to apply strength-based teaching are discussed.

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“…The observed relative stability over time and suggested dispositional nature of achievement goal orientations (Pulkka & Niemivirta, 2013;Tuominen-Soini et al, 2012) support considering them as connected with temperamental reward and punishment sensitivity.…”

Section: Studymentioning

confidence: 97%

“…A considerable body of motivation research has focused on the links between achievement goals and goal orientations and various educational outcomes, for example, interest (Harackiewicz, Durik, Barron, LinnenbrinkGarcia, & Tauer, 2008;Tapola, Jaakkola, & Niemivirta, 2014), well-being (Kaplan & Maehr, 1999;Tuominen-Soini et al, 2008), achievement (Barron & Harackiewicz, 2003;Elliot & McGregor, 2001), and students' perceptions and evaluations of the learning environment and of their own course performance (Pulkka & Niemivirta, 2013;Tapola & Niemivirta, 2008). The observed relative stability over time and suggested dispositional nature of achievement goal orientations (Pulkka & Niemivirta, 2013;Tuominen-Soini et al, 2012) support considering them as connected with temperamental reward and punishment sensitivity.…”

Section: Studymentioning

confidence: 99%

Full Issue June 2017

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2017

IJEP

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VVo ol lu um me e 6 6, , N Nu um mb be er r 2 2 Reviews Hipatia Press AbstractThe current study attempts to examine integrated effects of procrastination, selfesteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies. Keywords: procrastination, self-esteem, academic performance, well-being, moderated mediation model Vol. 6 ResumenEl presente estudio intenta examinar los efectos integrados de la dilación, la autoestima y el rendimiento académico en el bienestar en una muestra de estudiantes turcos de pregrado (N=348). Los resultados confirman la evidencia previa que sugiere que la dilación y la autoestima son predictores importantes del bienestar. Los resultados también indicaron que tanto la dilación como el rendimiento académico tienen efectos directos e interactivos sobre la autoestima. La autoestima media las relaciones entre la dilación y el bienestar. Además, el efecto indirecto de la dilación en el bienestar a través de la mediación de la autoestima puede variar dependiendo del rendimiento académico. Los hallazgos se discuten en relación a la literatura relacionada y se hacen sugerencias para estudios futuros. Palabras clave: procratisnación, autoestima, logro académico, bienestar, modelo de mediación moderada. IJEP -International Journal of Educational Psychology, 6(2) 99rocrastination is an important subject matter and has received a considerable amount of interest from researchers over the past decades. It has been defined as self-regulatory failure (Steel, 2007), often results in undesirable outcomes including poor performance and well-being. There is growing evidence suggesting that procrastination is a common problem among students and non-student population. Harriott and Ferrari (1996) reported 20 % of adults engage in procrastination. In academic settings, previous studies reported 23-52% of undergraduate students suffer from procrastination (Balkis & Duru 2009;Özer, Demir, & Ferrari, 2009).Apart from the prevalence of procrastination, the frequency of procrastination experienced can influence students internally and externally. Low academic achievement can be considered as an external consequence of procrastination for students. Jackson, Weiss, Lundquist and Hooper (2003) stated that procrastination may disrupt academic performance in several ways (see Jackson et al., 2003 for reviews). In existing literature, three meta-analyses were conducted to test the relationship between pr...

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Adult students' achievement goal orientations and evaluations of the learning environment: a person-centred longitudinal analysis

Cited by 34 publications

References 78 publications

“To learn, or to be the best?”: Achievement goal profiles in pre-adolescents

“To learn, or to be the best?”: Achievement goal profiles in pre-adolescents

Finnish High-Achieving Students’ Perceptions of the Best Practices in Teaching

Full Issue June 2017

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