Achievement goal orientations and subjective well-being: A person-centred analysis

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

doi:10.1016/j.learninstruc.2007.05.003

Cited by 233 publications

(298 citation statements)

References 41 publications

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“…Performans-kaçınma yöneliminin bu olumsuz yönleri, kişinin kaygı yaşamasına ve başarısızlıktan korkmasına yol açabilir (Elliot & Church, 1997). Performans-kaçınma yönelimi dört yönelim arasında en uyumsuz olanıdır ve düşük akademik başarı ile ilişkilendirilmektedir (Harackiewicz, Barron, Carter, Lehto, & Elliot, 1997;Tuominen-Soini, Salmela-Aro, & Niemivirta, 2008). Kararlılık ve performans-kaçınma yöneliminin ortak motivasyonel özellikleri olmadığı ve bu iki değişken arasındaki negatif ilişki ortaya çıkmaktadır.…”

Section: Discussionunclassified

The Relationships between Achievement Goal Orientations and Grit

Akın

Arslan

2014

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Section: Discussionunclassified

The Relationships between Achievement Goal Orientations and Grit

Akın

Arslan

2014

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“…"Ego oriented" is the second cluster and includes the 213 students who revealed the highest levels in self-enhancing and selfdefeating ego orientations. Students from the third cluster (n=302) had high levels in both task and self-enhancing ego orientation and for this reason this cluster was labelled "success oriented", adopting the terminology used in other studies with similar findings (Pulkka & Niemivirta, 2013;Tuominen-Soini et al, 2008, 2012. The fourth cluster, "disengaged" is characterized by avoidance orientation, where students from this group (n=185) had high levels of avoidance orientation and low levels in the remaining domains.…”

Section: Cluster Analysismentioning

confidence: 96%

“To learn, or to be the best?”: Achievement goal profiles in pre-adolescents

Peixoto

Pipa²,

Mata³

et al. 2017

Análise Psicológica

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This study aimed to examine the achievement goal orientation profiles of 5 th and 7 th grade students and the profile differences in academic achievement and anxiety. Participants were 1652 Portuguese students who responded to the Achievement Goals Scale and the Achievement Emotions Questionnaire. Based on a person-centered approach, cluster analysis identified six groups of students with distinct motivational profiles: task oriented, ego oriented, success oriented, disengaged, selfdefeating oriented and diffuse. The largest number of participants were in the diffuse oriented group. In terms of the gender composition of clusters, differences manifested in the groups of disengaged and self-defeating orientations, with boys predominating in the former and girls in the latter. In age, the success oriented students group was in the majority composed of younger students and older students were more likely to adopt disengaged orientations. Clusters also revealed different compositions when retention was taken into account, with students who had been retained being more represented in the disengaged and diffuse groups. Moreover results showed that goal orientation profiles had effects on academic achievement and anxiety: success oriented students achieved higher grades and students whose profiles are predominantly ego oriented (self-enhancement and selfdefeating) express more class and test anxiety.

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“…Csíkszentmihályi, 2014;Dweck, 2006;Heikkilä & Lonka, 2006;Heikkilä, Lonka, Nieminen & Niemivirta, 2012;Hidi & Renninger, 2006;Job, Walton, Bernecker & Dweck, 2015;Lindblom-Ylänne & Lonka, 2000;Mälkki, 2010;Ryan & Deci, 2009;Seligman, Ernst, Gillham, Reivich & Linkins, 2009;Tuominen-Soini, Salmela-Aro & Niemivirta, 2008). Strikingly, even though knowledge on the study environment, and especially its social attributes, is vast, knowledge on how the physical environment is related to psychological and pedagogical phenomena as yet remains scarce (Sandström, Sjöblom, Mälkki & Lonka, 2013;Beard 2009Beard , 2012Lansdale, Parkin, Austin & Baguley, 2011;Lonka, 2012;Woolner, Hall, Higgins, McCaughey & Wall, 2007).…”

Section: Introductionmentioning

confidence: 99%