Achievement goal orientations and academic well-being across the transition to upper secondary education

Tuominen, Heta; Salmela‐Aro, Katariina; Niemivirta, Markku

doi:10.1016/j.lindif.2012.01.002

Cited by 237 publications

(245 citation statements)

References 72 publications

(128 reference statements)

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“…Furthermore, previous research has related mastery goals to more positive emotions than performance goals, as indicated by higher levels of well-being (Tuominen-Soini, Salmela-Aro, & Niemivirta, 2012), higher levels of enjoyment and lower levels of boredom (Daniels et al, 2008). In contrast, students with performance or work-avoidance goals seem to be emotionally more vulnerable, e.g., performance-avoidance goals have been related to a heightened vulnerability for school burnout (Tuominen-Soini et al, 2012). Poorer academic achievement by performance-avoidant students may be attributed to anxiety and fear of failure, which may prevent them from starting with their learning activities (Bong, 2009;Daniels et al, 2008;Tanaka, Takehara, & Yamauchi, 2006).…”

Section: Discussionmentioning

confidence: 99%

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Dekker¹,

Krabbendam²,

Lee³

et al. 2016

JEDP

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This study investigated whether academic achievement was predicted by the goal which generally drives a student's learning behaviour. Secondly, the role of metacognitive self-regulation was examined. The dominant goal orientation was assessed using a new method. 735 adolescents aged 10-19 years read vignettes of students that reflect four goal orientations. Participants indicated which student they resembled most, which revealed their dominant goal orientation. Age, sex and level of parental education were controlled for. Results showed that students with motivation goals of the mastery and performance-approach types obtained higher grades than students characterized by the performance-avoidance and work-avoidance goal type. A mediation analysis showed that goal orientations predicted achievement through the level of metacognitive self-regulation. Intrinsically motivated students showed the best metacognitive self-regulation skills of all students, whereas work-avoidant students had the lowest level of self-regulation skills. The scores of students with performance goals fell in-between. The research showed that the higher grades obtained by performance-approach students, compared to performance-avoidant and work-avoidant students, can partially be explained by their higher levels of metacognitive self-regulation. Thus, goal orientation predicted achievement differences through metacognitive self-regulation skills. This suggests that intrinsic motivation and self-regulation skills should ideally be supported in the classroom. Furthermore, it suggests that teachers could use vignettes to distinguish different types of students in order to identify students who are vulnerable to lower academic achievement.

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Section: Discussionmentioning

confidence: 99%

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Dekker¹,

Krabbendam²,

Lee³

et al. 2016

JEDP

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“…The observed relative stability over time and suggested dispositional nature of achievement goal orientations (Pulkka & Niemivirta, 2013;Tuominen-Soini et al, 2012) support considering them as connected with temperamental reward and punishment sensitivity.…”

Section: Studymentioning

confidence: 77%

Full Issue June 2017

Editors

2017

IJEP

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VVo ol lu um me e 6 6, , N Nu um mb be er r 2 2 Reviews Hipatia Press AbstractThe current study attempts to examine integrated effects of procrastination, selfesteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies. Keywords: procrastination, self-esteem, academic performance, well-being, moderated mediation model Vol. 6 ResumenEl presente estudio intenta examinar los efectos integrados de la dilación, la autoestima y el rendimiento académico en el bienestar en una muestra de estudiantes turcos de pregrado (N=348). Los resultados confirman la evidencia previa que sugiere que la dilación y la autoestima son predictores importantes del bienestar. Los resultados también indicaron que tanto la dilación como el rendimiento académico tienen efectos directos e interactivos sobre la autoestima. La autoestima media las relaciones entre la dilación y el bienestar. Además, el efecto indirecto de la dilación en el bienestar a través de la mediación de la autoestima puede variar dependiendo del rendimiento académico. Los hallazgos se discuten en relación a la literatura relacionada y se hacen sugerencias para estudios futuros. Palabras clave: procratisnación, autoestima, logro académico, bienestar, modelo de mediación moderada. IJEP -International Journal of Educational Psychology, 6(2) 99rocrastination is an important subject matter and has received a considerable amount of interest from researchers over the past decades. It has been defined as self-regulatory failure (Steel, 2007), often results in undesirable outcomes including poor performance and well-being. There is growing evidence suggesting that procrastination is a common problem among students and non-student population. Harriott and Ferrari (1996) reported 20 % of adults engage in procrastination. In academic settings, previous studies reported 23-52% of undergraduate students suffer from procrastination (Balkis & Duru 2009;Özer, Demir, & Ferrari, 2009).Apart from the prevalence of procrastination, the frequency of procrastination experienced can influence students internally and externally. Low academic achievement can be considered as an external consequence of procrastination for students. Jackson, Weiss, Lundquist and Hooper (2003) stated that procrastination may disrupt academic performance in several ways (see Jackson et al., 2003 for reviews). In existing literature, three meta-analyses were conducted to test the relationship between pr...

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“…Research has established that mastery goals are consistently associated with adaptive patterns of learning, such as the use of deep cognitive strategies, intrinsic motivation, and persistence in the face of obstacles, while performance-avoidance goals with maladaptive ones, such as the use of surface strategies, low interest and intrinsic motivation, and low academic achievement. The evidence, however, about the performance-approach goals has not been very consistent, since they have been found to relate either to positive (e.g., high achievement and self-efficacy beliefs) or negative (e.g., test anxiety and avoidance of help seeking) outcomes or not related to any outcomes at all (Church, Elliot, & Gable, 2001;Gonida, Kiosseoglou, & Voulala, 2007;Gonida, Voulala, & Kiosseoglou, 2009;Middleton & Midgley, 1997;Tuominen-Soini, Salmela-Aro, & Niemivirta, 2012).…”

Section: Beliefs About Knowledge and Learning: Associations With Achimentioning

confidence: 99%

Beliefs about School Learning during Adolescence: Their Contribution to Motivational Beliefs and School Achievement

Gonida¹,

Metallidou²

2015

JEDP

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The aim of the present study was to examine the contribution of adolescents' beliefs about school learning to their achievement-related motivational beliefs and school achievement in mathematics. A Greek sample of 7,907 ninth (N = 3,498) and tenth (N = 4,409) graders of both genders were group examined using self-report questionnaires tapping their beliefs about school learning, personal achievement goals and self-efficacy in mathematics. Grade point average in mathematics was also used. Path analyses indicated both direct and indirect significant paths between the variables under examination. Overall, the findings of the present study support the importance of adopting a conception of school learning as a personal constructive process or as a force of personal empowerment and social change for the promotion of adaptive motivational patterns and increased achievement in mathematics. The results are discussed in light of current theory and their educational implications are pointed out.

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Achievement goal orientations and academic well-being across the transition to upper secondary education

Cited by 237 publications

References 72 publications

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Full Issue June 2017

Beliefs about School Learning during Adolescence: Their Contribution to Motivational Beliefs and School Achievement

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