A Study of Motivational Influences on Academic Achievement

Autor/in	Dishon-Berkovits, Miriam
Titel	A Study of Motivational Influences on Academic Achievement
Quelle	In: Social Psychology of Education: An International Journal, 17 (2014) 2, S.327-342 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-014-9257-7
Schlagwörter	Academic Achievement; Student Motivation; Goal Orientation; Introductory Courses; Guidelines; College Students; Mastery Learning; Prediction + Suchen Sie Ihr Suchwort? Schulleistung; Schulische Motivation; Zielorientierung; Zielvorstellung; Einführungskurs; Richtlinien; Collegestudent; Vorhersage
Abstract	This study examined the influence of motivation on academic achievement. The theoretical rationale for the study is grounded in bridging two influential yet isolated literatures of motivation: goal setting theory and achievement goal theory. Although it is clear that academic performance should be influenced by assigned learning goals, surprisingly, goal setting theory has rarely been used as a theoretical framework to further our understanding of academic performance. College students enrolled in an introductory course were given assigned performance or assigned learning goals. Internal achievement goals were assessed and academic performance was measured. Results indicated that to ensure academic success the most advantageous goals a teacher should assign in a classroom are "assigned learning goals". Additionally, the combination of internal mastery achievement goals and performance-approve achievement goals predicted academic performance, thereby supporting a multiple achievement goals perspective. Theoretical and applied implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10