The Development of Goal Orientation

Anderman, Eric M.; Austin, Chammie; Johnson, Dawn M.

doi:10.1016/b978-012750053-9/50010-3

Cited by 81 publications

(53 citation statements)

References 58 publications

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“…Moreover, the present sample is composed of adult participants. Even if the pattern is quite similar to the pattern obtained by Régner et al on younger students, goals have been shown to change across time (Anderman, Austin, & Johnson, 2002), as does interest in social comparison (Butler, 2005;Nicholls, 1984). Future research will have to examine the stability of the link observed here across various ages and class level.…”

Section: Discussionmentioning

confidence: 82%

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Darnon¹,

Dompnier²,

Gillieron³

et al. 2010

Journal of Educational Psychology

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Régner, Escribe, and Dupeyrat (2007) recently demonstrated that not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information). In the present article, the possibility of a link between mastery goals and social comparison that depends on the level of performance-approach goals-a possibility supported by a multiple-goal perspective-was tested by examining the interaction effect between mastery and performance-approach goals. This is an important endeavor, as educational settings are rarely free from performance-approach goals, even when mastery goals are promoted. In Study 1, we tested self-set achievement goals (mastery, performance-approach, and performance-avoidance goals) as predictors of SCO; the interaction between mastery goals and performance-approach goals indicated that the higher the performance-approach goal endorsement, the stronger the link between mastery goals and SCO. In Study 2, we manipulated goal conditions; mastery goals predicted interest in social comparison in the performance-approach goal condition only. Results are discussed in terms of the importance of multiple-goal pursuit in academic settings.

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Section: Discussionmentioning

confidence: 82%

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Darnon¹,

Dompnier²,

Gillieron³

et al. 2010

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…Because age has been shown to be a possible moderator of goals effects (Anderman, Austin, & Johnson, 2002) and because it seems reasonable to think that conflict regulation skills may increase with age (Sandy & Cochran, 2000), one could expect differences between these two populations. However, the links between goals and conflict regulation were observed in both of these age groups.…”

Section: Discussionmentioning

confidence: 99%

Mastery and performance goals predict epistemic and relational conflict regulation.

Darnon¹,

Michelet²,

Schrager³

et al. 2006

Journal of Educational Psychology

128

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The present research examines whether mastery and performance goals predict different ways of reacting to a sociocognitive conflict with another person over materials to be learned, an issue not yet addressed by the achievement goal literature. Results from 2 studies showed that mastery goals predicted epistemic conflict regulation (a conflict regulation strategy focused on the attempt to integrate both points of view), whereas performance goals predicted relational conflict regulation (a conflict regulation strategy focused on the evaluation and affirmation of self-competence). Study 1 shows these links via direct self-report measures of conflict regulation. Study 2 shows the same links using the amount of competence reported for the self and for the other as subtle measures of conflict regulation.

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“…According to Hakan and Münire (2014), academic motivation is an internal state that activates, directs and maintains learning-related behaviors. Two main types of motivation, extrinsic and intrinsic motivation, lie as groundwork underpropping a large number of theories of motivation such as expectancy-value theory (Wigfield, Tonks, & Klauda, 2009;Wigfield & Eccles, 2000), goal orientation models (Anderman, Austin, & Johnson, 2002), attribution theory (Kelley & Michela, 1980;Weiner, 2008), as well as self-determination theory (Deci, Vallerand, Pelletier, & Ryan, 1991), self-efficacy theory (Zimmerman, 2000). These theories provide researchers and instructors great understanding of academic motivation in teaching and learning setting, and valuable information regarding how students adjust to various learning environments.…”

Section: The Interplay Of Academic Motivation Learning Achievement Amentioning

confidence: 99%

The effect of academic motivation on students’ English learning achievement in the eSchoolbag-based learning environment

Zheng

2017

Smart Learn. Environ.

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The electronic schoolbag (eSchoolbag) provides instructors and students a smart learning environment as the log file data could be used to support learner modelling and learning analysis, making adaptive and personalized learning possible. Abundant of studies have documented the design and implementation of the eSchoolbag. However, the relationship between students' learning achievement and their motivational factors is still unclear when using eSchoolbag to learn English. Thus, this study examined the effect of students' academic motivation on their English learning achievement in the eSchoolbag-based learning environment. A total of 78 participants were involved in the study, and their English learning achievement were assessed six times during 1 year. Moreover, 63 students finished the academic motivation questionnaire, and they were clustered into two groups using K-means clustering algorithm. The two groups were labelled as the high and low motivation group respectively. The research found that the eSchoolbag-based learning environment had a significantly positive effect on students' learning achievement. Besides, students' academic motivation also had the ability to differentiate their learning achievement when using eSchoolbag to learn English. Furthermore, this research found that students' prior levels of learning achievement had no significant association with their academic motivation. There was also no significant association between student's gender and his/her academic motivation. In terms of components of academic motivation, students' attainment value of using eSchoolbag to learn English was correlated positively with their learning achievement.

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The Development of Goal Orientation

Cited by 81 publications

References 58 publications

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Mastery and performance goals predict epistemic and relational conflict regulation.

The effect of academic motivation on students’ English learning achievement in the eSchoolbag-based learning environment

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