Mastery Goal, Value and Self-Concept: What Do They Predict?

Autor/inn/en	Yeung, Alexander S.; Craven, Rhonda G.; Kaur, Gurvinder
Titel	Mastery Goal, Value and Self-Concept: What Do They Predict?
Quelle	In: Educational Research, 54 (2012) 4, S.469-482 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2012.734728
Schlagwörter	Student Motivation; Achievement Tests; Self Efficacy; Goal Orientation; Foreign Countries; Mastery Learning; Academic Achievement; Academic Ability; Self Concept; Elementary School Students; Surveys; Questionnaires; Structural Equation Models; Numeracy; Literacy; Predictor Variables; Correlation; Australia + Suchen Sie Ihr Suchwort? Schulische Motivation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Ausland; Schulleistung; Selbstkonzept; Survey; Umfrage; Befragung; Fragebogen; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Prädiktor; Korrelation; Australien
Abstract	Background: Students' motivation is known to influence academic outcomes. However, there is a paucity of research showing the relative influences of motivational factors on short-term and long-term outcomes. Purpose: The study investigates the relative influences of motivational factors--mastery goal orientation, value of schooling, and academic self-concepts (perceived competence in and affect to schoolwork) on four outcomes--rule acceptance, identity, general self-efficacy and achievement. Sample: Students in grades 3 to 6 from six primary schools in the Sydney were surveyed (N = 979). The ages of the participants varied from 8 to 13 years (mean = 9.78). Design and methods: Students completed a questionnaire and literacy and numeracy achievement tests. Structural equation modelling was used to examine the paths from four predictors to four outcomes. Results: Whereas all four predictors were positively associated with all four outcomes, students' mastery goal had stronger positive influences on self-efficacy and identity. Value, perceived competence and affect were found to influence outcomes in different ways--positive influences were found for value on achievement, rule-acceptance, and identity; for perceived competence on achievement and efficacy; and for affect on rule-acceptance and identity. Conclusion: Mastery goal had stronger influences on long-term outcomes while other predictors are stronger for short-term outcomes. To facilitate short-term and long-term outcomes, all four motivational factors need attention. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10