General versus specific achievement goals: A re-examination

Sparfeldt, Jörn R.; Brunnemann, Nicole; Wirthwein, Linda; Buch, Susanne R.; Schult, Johannes; Rost, Detlef H.

doi:10.1016/j.lindif.2015.08.022

Cited by 28 publications

(33 citation statements)

References 26 publications

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“…Performance-approach goals are predicted only by self-effi cacy (which is a motivational belief's component), and in turn, they predict academic performance. Contrary to some previous research on goal orientation (Sparfeldt et al, 2015;Mouratidis et al, 2013), our results indicated that performance-approach goals (not mastery-approach goals) predict academic performance. These fi ndings are in line with Wolters' results (2004), but contradict those which emphasized that a small amount of variance in academic performance is explained by achievement goals alone (Huang, 2013), especially by the performance goals (Hulleman et al, 2010).…”

Section: Discussioncontrasting

confidence: 99%

“…Credé and Phillips (2011) showed that motivational beliefs and learning strategies are more class-specifi c and may vary across classes for the same individual. Also, the latest studies showed that general goals are relevant for general academic outcomes, while specifi c achievement goals are more relevant for specifi c academic performance (Sparfeldt et al, 2015). Therefore, assessing these variables over diff erent classes, we tried to grasp a general tendency regarding them.…”

Section: Resultsmentioning

confidence: 99%

“…The relationships between achievement goals and academic performance are also mixed and inconsistent (Huang, 2013). For instance, Sparfeldt et al (2015) showed that the best predictors of academic performance are masteryapproach goals, followed by performance-approach goals and mastery-avoidance goals, while performance-avoidance goals do not have incremental value. On the contrary, Richardson et al (2012) indicated that performance-avoidance goals have the strongest relationship with academic performance.…”

Section: Students' Achievement Goals and Academic Performancementioning

confidence: 99%

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Self-Regulated Learning and Academic Performance – The Mediating Role of Students’ Achievement Goals

Paloş¹,

Petrovici²,

Măgurean³

2019

RCIS

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Previous research highlights that self-regulated learning makes a diff erence in students' achievement, and is helpful in improving their performance. The present study aimed to test a model which assumed that relationships between selfregulated learning and academic performance are mediated by the achievement goals that students endorse. 254 students enrolled in Psychology undergraduate courses were tested. The results showed that performance-approach goals were those which predicted grades and not mastery-approach goals. Moreover, performance-approach goals mediated the relationship between self-effi cacy and academic performance. Also, two of the self-regulated learning components' (i.e., self-effi cacy and self-regulation) predict academic performance directly, no matter what type of achievement goals students pursue. Knowing this, teachers can help students to learn better, to monitor their progress and to achieve their objectives.

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Section: Discussioncontrasting

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Students' Achievement Goals and Academic Performancementioning

confidence: 99%

See 1 more Smart Citation

Self-Regulated Learning and Academic Performance – The Mediating Role of Students’ Achievement Goals

Paloş¹,

Petrovici²,

Măgurean³

2019

RCIS

View full text Add to dashboard Cite

show abstract

“…In addition, as knowledge about the context specificity of achievement goal theory is rather underdeveloped (for exceptions, see e.g., Bong 2004;Sparfeldt et al 2015 for explorations of students' achievement goals in different subjects; for a study on mastery goal structures and their link to achievement goals in mathematics and German, see ), a further contribution of this study lies in the investigation of the link between mastery goal structures, motivational outcomes, and practical relevance in a range of subjects. We include five subjects, two that are specific to vocational education (accounting, business administration) and three that are covered in all Austrian secondary schools (English, German, and mathematics).…”

Section: Practical Relevance As Potential Mediatormentioning

confidence: 99%

Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator

Bardach

Popper

Hochfellner

et al. 2019

Empirical Res Voc Ed Train

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“…According to Sparfeldt et al (2015), 'achievement goals are related to the intention or motivational purpose to engage in particular tasks ' (p. 170). A classic distinction in achievement goal theory is between mastery goals and performance goals (Dweck 1986;Nicholls 1984).…”

Section: Intentional Learning and Achievement Goalsmentioning

confidence: 99%

Exploring intentional use of a technological proxy, Turnitin, to enhance student academic literacy practices

Orlando

Hanham

Ullman

2018

AJET

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Current pedagogical practices have seen the rapid spread of technological tools that carry out tasks on behalf of the learner; we use the term technological proxy to refer to these tools. A popular technological proxy used by students worldwide is a text-matching software called Turnitin. Turnitin alerts users to sections of an assignment that appear to match materials that exist in some other published or previously submitted form. This paper reports on a small case study that examined how university students use Turnitin and the implications its use has on their academic literacy practices. Drawing on theories of intentional learning, achievement goal orientation theory, and self-efficacy theory, we applied think-aloud protocols and focus groups to elicit data on students' interpretation and use of Turnitin feedback. Results show that the majority of students used the proxy with a performance goal orientation that focused on achieving a low similarity index. This dominating goal orientation is attributed to students' low self-efficacy for using the program, and the university's positioning of the program as a plagiarism tool. Hands-on experience with Turnitin contributed to a shift in using the program with intentionality.

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General versus specific achievement goals: A re-examination

Cited by 28 publications

References 26 publications

Self-Regulated Learning and Academic Performance – The Mediating Role of Students’ Achievement Goals

Self-Regulated Learning and Academic Performance – The Mediating Role of Students’ Achievement Goals

Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator

Exploring intentional use of a technological proxy, Turnitin, to enhance student academic literacy practices

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