Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals.

Autor/inn/en	Bardach, Lisa; Oczlon, Sophie; Pietschnig, Jakob; Lüftenegger, Marko
Titel	Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals.
Quelle	In: Journal of educational psychology, 112 (2020) 6, S. 1197-1220Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000419
Schlagwörter	Leistungsfähigkeit; Leistungsfähigkeit; Ziel; Schulklasse; Schulklasse; Schulumwelt; Ziel; Zielorientierung
Abstract	Achievement goal theory includes both personal motivational features (achievement goals) and contextual features (goal structures). The theory holds that the prevailing goal structures in learning environments (such as the classroom) influence the achievement goals students adopt. This meta-analysis (k = 68. N = 47,975) examined the strength of the relationships between student ratings of goal structures (mastery-approach goal structures, mastery-avoidance goal structures, performance-approach goal structures, and performance-avoidance goal structures) and achievement goals (mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals) as well as moderating variables. Results indicated that each achievement goal was most strongly related to its contextual counterpart. Educational level and world region moderated some of the relations, and for most combinations of goal structures and achievement goals, measures framing goal structures as a climate produced higher correlations than measures using the teacher as referent. Challenges and promising routes for future research and theory building are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2022/1