Addressees of performance goals.

Autor/inn/en	Ziegler, Albert; Dresel, Markus; Stoeger, Heidrun
Titel	Addressees of performance goals.
Quelle	In: Journal of educational psychology, 100 (2008) 3, S. 643-654Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/0022-0663.100.3.643
Schlagwörter	Eltern; Lehrer; Schüler; Student; Leistungsmotivation; Ziel; Eltern; Lehrer; Schüler; Leistungsmotivation; Peer Group; Sozialer Einfluss; Ziel; Student
Abstract	As performance goals aim to both procure acknowledgment of one's abilities and to avoid revealing a lack of one's abilities, the authors hypothesized that students hold specific performance goals for different addressees and that there are specific correlational patterns with other motivational constructs. They analyzed a data set of 2,675 pupils attending Grades 8 and 9 (mean age 15 years). The students completed a questionnaire consisting of 12 items measuring performance approach goals and 12 items measuring performance avoidance goals. In each subset, 4 groups of addressees were differentiated: parents, teachers, peers, and the acting individual him/herself. Additionally, several external criteria were measured. The authors concurrently tested theory-driven, structural equation models. Incorporating all 24 items, the best-fitting model was a multitrait-multimethod model, which posited 2 factors for approach and avoidance goals and 4 addressee factors. While performance goals addressing parents showed relationships to maladaptive motivational and learning patterns, performance goals addressing classmates and self showed relationships to adaptive motivational and learning patterns. The relationships between performance goals addressing teachers and external criteria were rather weak and unsystematic. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2011/1