General versus specific achievement goals: A re-examination.

Autor/inn/en	Sparfeldt, Jörn R.; Brunnemann, Nicole; Wirthwein, Linda; Buch, Susanne R.; Schult, Johannes; Rost, Detlef H.
Titel	General versus specific achievement goals: A re-examination. Gefälligkeitsübersetzung: Allgemeine im Vergleich zu spezifischen Leistungszielen: Eine Neuauswertung.
Quelle	In: Learning and individual differences, (2015) 43, S. 170-177Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
Schlagwörter	Sekundarbereich; Schüler; Schülerin; Interesse; Leistungsmotivation; Leistung; Ziel; Zielorientierung
Abstract	Examined the relative importance of specific and general achievement goals as predictors of specific and general scholastic outcomes in secondary school students. The authors tested the hypothesis that higher correlations would exist between achievement goals and scholastic outcomes that were matched on specificity levels than those that were mismatched. Secondary school students completed a questionnaire assessing specific and general achievement goals including mastery, performance-approach, performance-avoidance, and work-avoidance goals, both at the general academic level and at a school-subject-specific level. Results revealed mostly stronger relationships in situations where scholastic outcomes and achievement goals matched the specificity level. Specific achievement goals appeared to be the most useful predictors for specific scholastic outcomes. In conclusion, findings in six school subjects reinforced the general pattern of results and supported the relevance of matching the specificity levels for the relationship between achievement goals and scholastic outcomes. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3