Separation of Performance-Approach and Performance-Avoidance Achievement Goals : A Broader Analysis

Autor/inn/en	Murayama, Kou; Elliot, Andrew J.; Yamagata, Shinji
Titel	Separation of Performance-Approach and Performance-Avoidance Achievement Goals : A Broader Analysis
Quelle	In: Journal of Educational Psychology, 103 (2011) 1, S.238-256 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0021948
Schlagwörter	Evidence; Achievement Need; Genetics; Educational Research; Factor Analysis; Academic Achievement; Goal Orientation; Correlation; Questionnaires; College Students; Junior High School Students; Simulation; Statistical Analysis + Suchen Sie Ihr Suchwort? Evidenz; Humangenetik; Bildungsforschung; Pädagogische Forschung; Faktorenanalyse; Schulleistung; Zielorientierung; Zielvorstellung; Korrelation; Fragebogen; Collegestudent; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Simulation program; Simulationsprogramm; Statistische Analyse
Abstract	In the literature on achievement goals, performance-approach goals (striving to do better than others) and performance-avoidance goals (striving to avoid doing worse than others) tend to exhibit a moderate to high correlation, raising questions about whether the 2 goals represent distinct constructs. In the current article, we sought to examine the separability of these 2 goals using a broad factor-analytic approach that attended to issues that have been overlooked or underexamined in prior research. Five studies provided strong evidence for the separation of these 2 goal constructs: Separation was observed not only with exploratory factor analysis across different age groups and countries (Studies 1a and 1b) but also with change analysis (Study 2), ipsative factor analysis (Study 3), within-person analysis (Study 4), and behavioral genetics analysis (Study 5). We conclude by discussing the implications of the present research for the achievement goal literature, as well as the psychological literature in general. (Contains 1 footnote and 11 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10