Stability and change in achievement goals

Fryer, James W.; Elliot, Andrew J.

doi:10.1037/e633962013-763

Cited by 134 publications

(93 citation statements)

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“…They were then asked to indicate how much they agreed or disagreed with each of the following statements: performanceapproach goals ("It is important to me to do better than other students"; "It is important to me to do well compared to others in my classes"; and "My goal in class is to get a better grade than most of the students"); performance-avoidance goals ("I just want to avoid doing poorly in my classes"; "My goal for class is to avoid performing poorly"; "My fear of performing poorly in class is often what motivates me"); and mastery-approach goals (e.g., "I want to learn as much as possible in class"; "It is important for me to understand the content of my courses as thoroughly as possible"; and "I desire to completely master the material presented in my subjects"). Research indicates that the scale is a psychometrically sound, reliable, and replicable measure of achievement goal constructs (Church et al 2001;Donnellan 2008;Fryer & Elliot 2007;McGregor & Elliot 2002). In the current sample, all three subscales displayed adequate reliability (performance approach, α=.91; performance avoidance, α=.75; mastery, α=.83).…”

Section: Achievement Goalsmentioning

confidence: 99%

My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement

2015

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The belief that intelligence is malleable has important consequences for achievement and motivation (Blackwell et al. Child Development, 78, 246-263. 2007;Dweck, 1999; Robins & Pals, Self and Identity, 1,313-336, 2002). However, believing that it is possible to improve intelligence does not necessarily mean students are always confident they can improve their own. The current study presents a revised "self-theory" measure of the implicit theories of intelligence scale, which assess students' beliefs about their ability to mold their own intelligence in contrast to their beliefs about the malleability of intelligence in general. In testing with 643 Australian high school students (62 % female) ranging from 15 to 19 years of age (M=16.6, standard deviation (SD)=1.01), the belief that intelligence is "fixed" was predictive of lower endorsement of achievement goals, greater helplessness attributions, and poorer self-reported academic grades. Fixed "entity" beliefs were also predictive of academic self-handicapping, truancy, and disengagement. On all of these measures, the new self-theory scale uniquely explained greater outcome variance. These results indicate that students' implicit beliefs-particularly about their own intelligence-may have important implications for their motivation, engagement, and performance in school.

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Section: Achievement Goalsmentioning

confidence: 99%

My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement

2015

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“…mastery orientation), Pap goal orientations, and Pav goal orientations (e.g. Chan and Lai 2006;Elliot 1999;Elliot and Harackiewicz 1996;Fortunato and Goldblatt 2006;Fryer and Elliot 2007;Tapola and Niemivirta 2008), presumably because these objectives are considered to be the most prevalent types in most achievement settings (e.g. Elliot and Thrash 2001).…”

Section: The Multiple Goal Perspectivementioning

confidence: 99%

Differences in students’ school motivation: A latent class modelling approach

2014

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In this study, we investigated the school motivation of 7,257 9th grade students in 80 secondary schools across the Netherlands. Using a multiple goal perspective, four motivation dimensions were included: performance, mastery, extrinsic, and social motivation. Our first aim was to identify distinct motivation profiles within our sample, using the four motivation dimensions in a latent class analysis. Our second aim was to investigate the relationships between students' school motivation profiles and several educational outcomes (school commitment, academic self-efficacy, and academic achievement). The 6-cluster solution model best fitted the data. We found two clusters of students with consistent response patterns across all four motivation scales (well above and well below the average scores, respectively), two clusters of which one showed relatively high scores on mastery and social motivation and the other on performance and extrinsic motivation, and two clusters with extremely low scores on performance motivation and to a lesser extent on extrinsic motivation. The results revealed notable differences in school commitment and academic self-efficacy across the six clusters, but not with regard to academic achievement.

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“…Regarding Internet addiction, the question asked is whether the relative position of Internet addiction dimensions for a particular individual at one assessment point remained at the same ranking ordering over time. To examine the relative position of components, Fryer and Elliot (2007) suggested that ipsative change and stability of a construct can be indicated by shape and scatter. They refer shape as profile consistency and scatter as profile dispersion.…”

Section: Ipsative Stabilitymentioning

confidence: 99%

“…On the other hand, a small or negative Q correlation indicated a change in the relative salience of attributes over time. To assess profile scatter, within-individual standard deviation can determine the variability of components for each assessment point (Fryer and Elliot 2007). For each individual, the difference score in standard deviation between prior assessment and subsequent assessment reveals the change in dispersion.…”

Section: Ipsative Stabilitymentioning

confidence: 99%

“…The null hypothesis was rejected for all comparisons, suggesting that the mean level of profile consistency for each time point comparison is significantly different from zero. To test the chance effect null hypothesis (Fryer and Elliot 2007), a bootstrap sample was generated by randomly pairing each subject at a prior time point with another participant at a subsequent time point. A sample of 1,000 random pairs was generated for each of the five time point comparisons.…”

Section: Ipsative Stabilitymentioning

confidence: 99%

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Internet addiction: stability and change

Huang

2010

Eur J Psychol Educ

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This longitudinal study examined five indices of stability and change in Internet addiction: structural stability, mean-level stability, differential stability, individual-level stability, and ipsative stability. The study sample was 351 undergraduate students from end of freshman year to end of junior year. Convergent findings revealed stability rather than change in Internet addiction. Prior academic self-concept was not associated with individual-level stability, profile consistency, and dispersion. As academic self-concept revealed no correlation with individual-level stability and ipsative stability, future research should test the effects of loneliness and depression on individual-level stability, profile consistency, and dispersion in Internet addiction.Resume La présente étude longitudinale a abordé les cinq indices de stabilité et de changement en matière de cyberdépendance: la stabilité structurelle, la stabilité moyenne, la stabilité différentielle, la stabilité individuelle et la stabilité ipsative. L'étude de cas a concerné 351 étudiants de premier cycle universitaire. Des études convergentes ont révélé que la stabilité primait sur le changement en matière de cyberdépendance. Auparavant, les facteurs de stabilité individuelle, d'équilibre psychologique et de dispersion n'étaient pas associés à l'image de soi dans le cadre universitaire. Cette dernière n'ayant pas permis de déterminer la moindre corrélation avec les stabilités individuelle et ipsative, les recherches à venir devraient évaluer les conséquences de la solitude et de la dépression sur la stabilité individuelle, l'équilibre psychologique et la dispersion concernant la cyberdépendance.

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Stability and change in achievement goals

Cited by 134 publications

References 0 publications

My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement

My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement

Differences in students’ school motivation: A latent class modelling approach

Internet addiction: stability and change

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