The why and what of academic goals, their perceived value, and relation to academic goal pursuit

Abstract

What predicts goal-relevant behaviours when students are confronted with motivational conflicts? Drawing on value-based models, self-determination theory, and the goal complex model, a comprehensive goal framework tested the assumption that what a student wishes to achieve depends on why goals are being pursued, and that these determine subjective task value, goal pursuit and self-regulated learning. A cross-sectional survey of college students (n=366) found that autonomous motivation predicted goal pursuit and self-regulated learning. The relationship between autonomous motivation and the outcomes (e.g. goal pursuit and self-regulated learning) could be partially explained by higher attainment value for major, but not intrinsic and utility values. While mastery aims predicted goal pursuit and self-regulated learning, the strongest associations were observed when mastery aims were being pursued for autonomous motives. Attainment value mediated the relationship between the combined mastery-autonomous goal complex and the outcomes. Performance aims, more likely to be pursued for controlled motives, were generally nonadaptive. These findings support self-determination theory and value-based models.