Literaturnachweis - Detailanzeige
Autor/inn/en | Martin, Andrew J.; Elliot, Andrew J. |
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Titel | The Role of Personal Best (PB) and Dichotomous Achievement Goals in Students' Academic Motivation and Engagement: A Longitudinal Investigation |
Quelle | In: Educational Psychology, 36 (2016) 7, S.1282-1299 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-3410 |
DOI | 10.1080/01443410.2015.1093606 |
Schlagwörter | Role; Achievement Need; Academic Achievement; Student Motivation; Mastery Learning; Goal Orientation; High School Students; Longitudinal Studies; Student Attitudes; Prediction; Socioeconomic Status; Foreign Countries; Statistical Analysis; Measures (Individuals); Correlation; Surveys; Australia Rollen; Schulleistung; Schulische Motivation; Zielorientierung; Zielvorstellung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Vorhersage; Socio-economic status; Sozioökonomischer Status; Ausland; Statistische Analyse; Messdaten; Korrelation; Survey; Umfrage; Befragung; Australien |
Abstract | This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and engagement across the course of a full academic year. Findings showed that personal best goals predicted higher motivation and engagement a year later. Along with personal best goals, mastery goals also predicted higher motivation and engagement, while the role of performance goals was either neutral or negative. These findings provide support for the contention that personal best goals are associated with higher motivation and engagement across time. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |