Achievement Goal Theory: The Relationship of Accounting Students' Goal Orientations with Self-Efficacy, Anxiety, and Achievement

Autor/inn/en	Dull, Richard B.; Schleifer, Lydia L. F.; McMillan, Jeffrey J.
Titel	Achievement Goal Theory: The Relationship of Accounting Students' Goal Orientations with Self-Efficacy, Anxiety, and Achievement
Quelle	In: Accounting Education, 24 (2015) 2, S.152-174 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2015.1036892
Schlagwörter	Goal Orientation; Self Efficacy; Academic Achievement; Accounting; Business Administration Education; Test Anxiety; Expectation; Comparative Analysis; Student Motivation; Grades (Scholastic); Multivariate Analysis; College Students; Statistical Analysis; Correlation; Learning Strategies; Questionnaires; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Schulleistung; Abrechnung; Buchführung; Buchhaltung; Examination phobia; Testangst; Prüfungsangst; Expectancy; Erwartung; Schulische Motivation; Notenspiegel; Multivariate Analyse; Collegestudent; Statistische Analyse; Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen
Abstract	Students' goal orientations are examined using two major frameworks for learning: achievement goal theory (AGT) and students' approaches to learning (SAL). Previous student success research is extended, by examining goal constructs from the AGT framework to determine if they help explain the learning process in accounting. Data were gathered using an established instrument and used to examine how mastery and performance goals are related to students' academic expectations, achievement, self-efficacy, and test anxiety. Cluster analysis was used to identify four motivation groupings (multiple-goal, mastery, performance, and low motivation). Pairwise comparisons of groups, for expected grades, self-efficacy, anxiety, final exam grade, and course grade, identified differences among some of the clusters. Results suggest that a combination of mastery and performance goal motivations, rather than a singular perspective, may provide better outcomes related to course grades, while reducing dysfunctional outcomes. Based on the results, suggestions are provided to help instructors influence student success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01