Achievement goals and academic achievement: A closer look at moderating factors

Wirthwein, Linda; Sparfeldt, Jörn R.; Pinquart, Martin; Wegerer, Joanna; Steinmayr, Ricarda

doi:10.1016/j.edurev.2013.07.001

Cited by 99 publications

(116 citation statements)

References 69 publications

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“…However, although the relationship between students' achievement goals and their academic performance has received considerable research attention, as evidenced by a number of recent meta-analyses and comprehensive reviews (e.g., Huang, 2012;Hulleman, Schrager, Bodmann, & Harackiewicz, 2010;Linnenbrink-Garcia, Tyson, & Patall, 2008;Wirthwein, Sparfeldt, Pinquart, Wegerer, & Steinmayr, 2013), there exists surprisingly little research examining critical mediating factors that may be responsible for this relationship. More specifically, although learning-related emotions (e.g., Daniels et al, 2009;Huang, 2011;Pekrun, Elliot, & Maier, 2009) and behavioral strategies have been examined as promising mediators of the effects of achievement goals (e.g., Diseth & Kobbeltvedt, 2010;Liem, Lau, & Nie, 2008;Muis & Franco, 2009), few studies to date have investigated the mediating roles of emotions and learning behaviors simultaneously in an effort to better explain how one's achievement goals predict performance.…”

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confidence: 99%

Achievement goals, emotions, learning, and performance: A process model.

2015

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The present study evaluates the relations between achievement goals, emotions, learning strategies, and performance as informed by Pekrun's control-value theory of emotions. Undergraduates from various disciplines (N ϭ 203) completed domaingeneral, self-report measures in the fall and winter semesters with sessional GPAs evaluated over a 2-year period. Results from cross-lagged and latent growth structural equation models illustrate the benefits of mastery-approach goals for students' emotions, with performance-approach goals predicting less critical thinking, and performance-avoidance goals predicting more anxiety, boredom, critical thinking, and lower achievement gains. Whereas enjoyment was beneficial for most learning strategies, boredom predicted poorer time management, and anxiety predicted lower selfmonitoring and overall GPA. Learning strategies impacted subsequent achievement only in the second semester, with elaboration predicting achievement gains and critical thinking predicting lower overall GPA. Study results provide empirical support for Pekrun's control-value theory and achievement goal theory in showing both direct and indirect effects of students' goals on academic achievement through their emotions and learning strategies.

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confidence: 99%

Achievement goals, emotions, learning, and performance: A process model.

2015

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“…Although it has been introduced already in 2001 by Elliot and McGregor, only few studies have considered the 2 × 2 achievement goal framework until now (cf. Huang 2012; Wirthwein et al 2013). In the 2 × 2 framework the approach-avoidance distinction is applied for the mastery goal as well.…”

Section: Introductionmentioning

confidence: 96%

“…Possibly due to its counterintuitive nature, the mastery avoidance goal was not often considered in past research. Yet, the mastery avoidance goal has been shown to be negatively related with achievement (Wirthwein et al 2013). However, mastery avoidance goal items appear to be uncommon and ambiguous even to adults (Ciani and Sheldon 2010).…”

Section: Introductionmentioning

confidence: 98%

State and trait goals of achievement and well-being: structure, validity, and stability

Burger

Augustine²

2015

Z Erziehungswiss

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Both school achievement goals (mastery, performance approach, performance avoidance goals) and well-being goals (work avoidance, affiliation goals) are important predictors of learning and achievement related outcomes. However, disagreement exists regarding the definition of goals as relatively stable traits versus situational states that react sensitive to contexts. This paper presents the development of an inventory for the assessment of students' multiple state and trait goals. In Study 1, students (N = 196) answered the trait items. The results of an exploratory factor analysis indicated the construct validity of the goals. In Study 2, students completed trait and state scales in different weeks (N = 542) and repeatedly after 12 weeks each. Confirmatory factor analyses as well as correlations with state and trait reference constructs confirmed the convergent and differential validity of both the trait and the state goal factors. The instrument offers a brief, reliable, and valid measure of multiple state and trait goals. Latent state trait analyses revealed that some state goals are surprisingly robust against situational influences and equally 122 K. Bürger et al. 3stable across time as corresponding trait goals, whereas other goals are more dependent on the learning situation.Keywords Assessment methods · Convergent and differential validity · Learning setting · Longitudinal design · Motivation Leistungs-und wohlbefindensbezogene State-und Trait-Ziele: Struktur, Validität und Stabilität Zusammenfassung Sowohl leistungsbezogene Ziele (Lernziel, Annäherungs-und Vermeidungs-Leistungsziel) als auch Wohlbefindensziele (Arbeitsvermeidungs-und Affiliationsziel) sind bedeutsame Prädiktoren von lern-und leistungsbezogenen Merkmalen. Allerdings herrscht ein Dissens bei der Definition von Zielen als relativ stabile Trait-und als situative State-Merkmale, die empfindlich für Umwelteinflüsse sind. Der Artikel stellt die Entwicklung eines Instrumentes zur Erfassung von multiplen State-und Trait-Zielen vor. In Studie 1 beantworteten SchülerInnen (N = 196) Trait-Items. Das Ergebnis einer exploratorischen Faktorenanalyse zeigt die Konstruktvalidität der Ziele. In Studie 2 bearbeiteten SchülerInnen in verschiedenen Wochen jeweils Trait-und State-Skalen (N = 542) und jeweils nach 12 Wochen erneut. Konfirmatorische Faktorenanalysen sowie Korrelationen mit Stateund Trait-Referenzkonstrukten bestätigen die konvergente und differentielle Validität der Trait-und State-Zielfaktoren. Das Instrument stellt ein kurzes, reliables und valides Verfahren zur Erfassung von multiplen State-und Trait-Zielen dar. Latent State-Trait Analysen ergaben eine überraschende Robustheit einiger State-Ziele gegenüber Situationseinflüssen bei gleicher Stabilität wie entsprechende Trait-Ziele, während andere State-Ziele stärker durch die Lernsituation beeinflusst werden.

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“…Elliot & Harackiewicz, 1996). Nowadays, most researchers refer to four different goals: (1) Performance approach goals refer to a focus on attaining success and demonstrating ability, (2) performance avoidance goals are characterized by the aspiration not to demonstrate incompetence (Elliot & Church, 1997), (3) learning goals refer to the acquirement of new skills or knowledge (Grant & Dweck, 2003), and (4) work avoidance (Nicholls, 1984) represents the aim to avoid or minimize effort in achievement-related tasks (Wirthwein, Sparfeldt, Pinquart, Wegerer, & Steinmayr, 2013). It is important to note that those goals are not mutually exclusive and can vary, for example, within students from school subject to school subject (e.g.…”

Section: Goal Orientationmentioning

confidence: 99%

Science vs. Sports: Motivation and Self-concepts of Participants in Different School Competitions

Höffler¹,

Bonin²,

Parchmann³

2016

Int J of Sci and Math Educ

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Competitions are discussed as a measure to foster students' interest, especially for highly gifted and talented students. In the current study, participants of a cognitive school competition in science were compared to non-participants of the same age group (14-15) who either did not participate in any competition or who participated in a non-cognitive sports competition. The study focused on goal orientations and competence beliefs and analyzed outcomes as a foundation for further improvements of enrichment measures and competitions with regard to fostering students' interest especially in science. The results showed considerable differences (and some unexpected similarities) between groups: Science competition participants were more learning goal oriented, had less performance avoidance goals, and showed less work avoidance than non-participants. Social self-concept was higher but was moderated by GPA. Considerable gender differences were found as well. These findings are discussed with regard to further research and possibilities for improvement of science competitions.

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Achievement goals and academic achievement: A closer look at moderating factors

Cited by 99 publications

References 69 publications

Achievement goals, emotions, learning, and performance: A process model.

Achievement goals, emotions, learning, and performance: A process model.

State and trait goals of achievement and well-being: structure, validity, and stability

Science vs. Sports: Motivation and Self-concepts of Participants in Different School Competitions

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