Personal Best (PB) and "Classic" Achievement Goals in the Chinese Context: Their Role in Predicting Academic Motivation, Engagement and Buoyancy

Autor/inn/en	Yu, Kai; Martin, Andrew J.
Titel	Personal Best (PB) and "Classic" Achievement Goals in the Chinese Context: Their Role in Predicting Academic Motivation, Engagement and Buoyancy
Quelle	In: Educational Psychology, 34 (2014) 5, S.635-658 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.895297
Schlagwörter	Academic Achievement; Goal Orientation; Mastery Learning; Middle School Students; Student Motivation; Learner Engagement; Outcomes of Education; Generalization; Role; Prediction; Factor Analysis; Correlation; Path Analysis; Foreign Countries; Student Surveys; China + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulische Motivation; Lernleistung; Schulerfolg; Rollen; Vorhersage; Faktorenanalyse; Korrelation; Pfadanalyse; Ausland; Schülerbefragung
Abstract	Prior research has shown personal best (PB) goals to be significantly related to students' motivation, engagement and achievement. However, research thus far has investigated PB goals only among Western samples and it is unclear to what extent PB goals hold academic merit in the Asian context. It is also unclear whether PB goals explain variance in motivation and engagement beyond that explained by "classic" performance, mastery and avoidance goals. With a sample of 3753 middle school students in China, the present study showed that mastery and PB goals explained the bulk of variance in motivation, engagement and academic buoyancy outcomes. It therefore appears that the effects of PB and "classic" goals derived in Western contexts generalise to the Chinese context. Further, although correlated, mastery and PB goals explain unique variance in distinct academic outcomes such that mastery goals appear more salient in mapping onto motivation factors while PB goals appear more salient in mapping onto engagement and buoyancy factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10