Effects of Achievement Goal Orientations on Problem Solvings in Classroom Settings

Uebuchi, Hisashi

doi:10.5926/jjep1953.43.4_392

Cited by 3 publications

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“…Although there have been many studies in Japan examining relations benveen students' goal orientations and, for example, causal attribution, conceptions of abhty and effort, learning strategies, problem-solving, or depression (e.g., Hayamizu, Ito, & Yoshizaki, 1989;Watanabe, 1990;Sakurai, 1995;Uebuchi, 1995), there have not been any studies of the two h e nsions of performance goals independently. Furthermore, there was little study examining this new framework of goal orientations outside of the United States.…”

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confidence: 99%

A Model for Achievement Motives, Goal Orientations, Intrinsic Interest, and Academic Achievement

Tanaka

Yamauchi

2001

Psychol Rep

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This study investigated the effects of approach and avoidance achievement motives (the motive to achieve success and the motive to avoid failure) on three goal orientations (mastery, performance-approach, performance-avoidance goals) and the effects of goal orientations on intrinsic interest in learning and academic achievement for 157 tenth and 135 eleventh grade students of a Japanese girls' high school. Structural equation modeling indicated that mastery goals arose mainly from the motive to achieve success; however, the positive relation between the motive to avoid failure and mastery goals was also found. Performance-approach goals were related both the motive to achieve success and the motive to avoid failure. Performance-avoidance goals arouse mainly from the motive to avoid failure; however, the positive relation between the motive to achieve success and these goals was found. Mastery goals positively correlated with intrinsic interest and academic achievement, and scores on both performance-approach goals and performance-avoidance goals had no significant effects on either intrinsic or academic achievement.

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confidence: 99%