Comparing Class- and Task-Level Measures of Achievement Goals

Autor/inn/en	Richey, J. Elizabeth; Bernacki, Matthew L.; Belenky, Daniel M.; Nokes-Malach, Timothy J.
Titel	Comparing Class- and Task-Level Measures of Achievement Goals
Quelle	In: Journal of Experimental Education, 86 (2018) 4, S.560-578 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2017.1386155
Schlagwörter	Grade 7; Grade 8; Middle School Students; Context Effect; Comparative Analysis; Measurement Techniques; Predictor Variables; Student Motivation; Goal Orientation; Outcomes of Education; Academic Achievement; Student Behavior; Models + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Messtechnik; Prädiktor; Schulische Motivation; Zielorientierung; Zielvorstellung; Lernleistung; Schulerfolg; Schulleistung; Student behaviour; Schülerverhalten; Analogiemodell
Abstract	Models of achievement goals suggest that different tasks and contexts influence the goals students adopt at a given time. However, many studies of achievement goals rely on measures assessed at the class level, analyze results with a variable-centered approach, and employ self-report questionnaires, which may reduce understanding of the contextual factors that arise as students interact with tasks. We compared a behavioral, task-level measure of middle school students' achievement goals to a self-reported, class-level measure and analyzed both measures' relations to task performance and quarterly grades using both variable-centered and person-centered approaches. Task-level goals predicted task performance but not quarterly grades, while class-level goals predicted grades but not task performance. The two measures of achievement goals were not related. This work demonstrates the importance of measuring goals at multiple levels and suggests opportunities for changing students' behaviors and achievement through motivation at the task level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01