The Longitudinal Effects of Achievement Goals and Perceived Control on University Student Achievement

Autor/inn/en	Daniels, Lia M.; Perry, Raymond P.; Stupnisky, Robert H.; Stewart, Tara L.; Newall, Nancy E. G.; Clifton, Rodney A.
Titel	The Longitudinal Effects of Achievement Goals and Perceived Control on University Student Achievement
Quelle	In: European Journal of Psychology of Education, 29 (2014) 2, S.175-194 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-013-0193-2
Schlagwörter	Foreign Countries; College Students; Student Surveys; Grades (Scholastic); Performance; Goal Orientation; Mastery Learning; Grade Point Average; Psychology; Introductory Courses; Academic Achievement; Canada + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schülerbefragung; Notenspiegel; Achievement; Leistung; Zielorientierung; Zielvorstellung; Psychologie; Einführungskurs; Schulleistung; Kanada
Abstract	In the area of achievement motivation, students' beliefs pertaining to achievement goals and perceived control have separately guided a large amount theoretical and empirical research. However, limited research has considered the simultaneous effects of goals and control on achievement. The purpose of this study was to examine primary and secondary control as potential mediators of the effects of mastery and performance goals on achievement, measured as final percentage in Introductory Psychology and GPA. The sample consisted of 224 first-year university students at a Canadian doctoral granting university. All participants completed two surveys and consented to release their grades to the researchers. We found that neither performance goals nor mastery goals had direct effects on achievement. However, performance goals had a positive indirect effect on achievement through primary control. Indirect effects also emerged for mastery goals, positively through primary control and negatively through secondary control. These results offer one explanation for the often-found non-significant relationship between mastery and achievement and are discussed in light of interventions aimed to modify goals and/or control and thereby increase achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10