Analyzing student motivation at the confluence of achievement goals and their underlying reasons: an investigation of goal complexes

Hodis, Flaviu A.; Tait, Carolyn; Hodis, Georgeta M.; Hodis, Monica; Scornavacca, Eusébio

doi:10.1007/s11218-016-9351-0

Cited by 10 publications

(3 citation statements)

References 36 publications

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“…On a related note, our work may be compared to research on "appearance goals," which focus on demonstrating competence by outperforming others, and which can be seen as a type of controlled performance goals complex (see Senko 2016: for additional relevant research, see Hodis et al 2016). For instance, it is plausible for appearance goals and for contexts in which selective assessment is salient to predict appearance goals (for a similar of argument, see Daumiller et al 2018) to predict exploitation orientation (in the same way as appearance goals negatively predict performance and other adaptive educational outcomes; for relevant meta-analyses, see Hulleman et al 2010;Senko and Dawson 2017).…”

Section: Selective Assessment Changes the Predictive Utility Of Perfomentioning

confidence: 99%

When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment

et al. 2018

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We adopted an achievement goal complex framework (studying achievement goals and reasons connected to goals) to determine when and why performance goals predict exploitation of others' knowledge. We hypothesized that: (i) when selective assessment is used (exams aiming to select a limited number of individuals), the link between performance goals and exploitation orientation is stronger; (ii) the reason why is that selective assessment fosters performance goals regulated by controlled reasons. Study 1 (N = 166) supported these hypotheses in a "real world" environment, comparing students enrolled in programs using non-selective versus selective assessment (but having a majority of common courses). Then, an experimental causal-chain-like design was used. In Study 2 (N = 187), presenting an intelligence test as selective (vs. [self-] evaluative) predicted controlled reasons connected to performance goals. In Study 3 (N = 192), inducing performance goals using controlling (vs. autonomy-supportive) language predicted exploitation orientation, indirectly impairing informationsharing behaviors. The results contribute to the understanding of both the structural antecedents and interpersonal consequences of achievement goal complexes. Keywords Achievement goals • Self-determination theory • Achievement goal complex • Exploitation orientation • Selective assessment I've been used many times over by classmates who only called when they needed help; they didn't associate with me once the class was over. An interviewee recounting his/her experience as a pre-med student (Coombs 1998, p. 3).

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Section: Selective Assessment Changes the Predictive Utility Of Perfomentioning

confidence: 99%

When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment

et al. 2018

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“…Comparable results were observed for autonomous and controlled performance-approach goal complexes (see also Benita et al, 2022;Gaudreau, 2012;Gillet et al, 2017;Michou et al, 2014;Özdemir Oz et al, 2016;Pulfrey et al, 2019;Sommet et al, 2019aSommet et al, , 2019bVansteenkiste et al, 2010). Another goal complex research has likewise documented the utility of achievement goal complexes involving competence-based reasons and other non-competence-based reasons (Hodis et al, 2016;Korn et al, 2019;Lee & Bong, 2016;Senko et al, 2023;Świątkowski & Dompnier, 2021;Urdan & Mestas, 2006;Warburton & Spray, 2014).…”

Section: Achievement Goal Complexesmentioning

confidence: 92%

Integration in the Achievement Motivation Literature and the Hierarchical Model of Achievement Motivation

Elliot

Sommet

2023

Educ Psychol Rev

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Integration is a valuable yet underutilized process in scientific literatures, including the achievement motivation literature. In this piece, we advocate for and illustrate the benefits of giving integration a central place within the achievement motivation literature. We pay particular attention to the hierarchical model of achievement motivation that is explicitly and intensively integrative in nature. We believe that this hierarchical model may be used as a theoretical foundation from which to organize and bring together the many different constructs and concepts in the extant literature. We further believe that the most important contributions to the literature in the next decade and beyond will be integrative-bringing together what is currently separate to form a more complete and comprehensive whole. Keywords Integration • Achievement motivation • Hierarchical model • Achievement goal complexThe achievement motivation literature has a long and laudable history. Many different explanatory constructs have been proffered over the years, including needs/ motives, expectancies/perceptions, values, implicit theories, goals, attributions, emotions, and intelligence/ability (see the table of contents of the Handbook of Competence and Motivation; Elliot & Dweck, 2005, p. xiii, where these are identified as the "central constructs" in the achievement motivation literature). Theoretical and empirical work on these constructs has borne considerable fruit, yielding a This article is part of the Topical Collection on Hybridizing Motivational Strains.

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“…Various aspects of academic motivation characteristics are described by a large number of scientists (Meece & Agger, 2018;Conley, 2012;Flaviu, Carolyn, Georgeta, & Monica, 2016). Indicators of motivation for learning activities have been studied in Russia for a long time, for instance, in the research by Leontev (2016).…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Academic Motivation, School Anxiety and Self-Reflective Awareness on the Experience of High School Students’ Cognitive States

Valiullina¹

2019

ARPHA Proceedings

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The problem of impact of academic motivation, school anxiety and self-reflective awareness on the experience of cognitive states is relevant due to the need to create specific conditions while teaching at schools or in higher education institutions. These conditions should contribute to students experiencing cognitive states and encourage successful absorption of new information. The purpose of this article is to describe the results of the empirical study by showing interrelation between the psychological characteristics of high school students and also, by taking into account their gender differences. Methods of testing and questionnaires were used in the study. The results indicate the existence of certain general psychological mechanisms for the regulation of cognitive states. Moreover, these mechanisms are different for adolescent boys and girls. The results can be useful in developing curricula and approaches to effective teaching of academic material.

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Analyzing student motivation at the confluence of achievement goals and their underlying reasons: an investigation of goal complexes

Cited by 10 publications

References 36 publications

When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment

When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment

Integration in the Achievement Motivation Literature and the Hierarchical Model of Achievement Motivation

The Impact of Academic Motivation, School Anxiety and Self-Reflective Awareness on the Experience of High School Students’ Cognitive States

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