Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons?

Autor/inn/en	Sommet, Nicolas; Elliot, Andrew J.
Titel	Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons?
Quelle	In: Journal of Educational Psychology, 109 (2017) 8, S.1141-1162 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000199
Schlagwörter	Academic Achievement; Goal Orientation; Mastery Learning; Metacognition; Experiential Learning; Predictor Variables; Self Determination; Questionnaires; Multiple Regression Analysis; Job Satisfaction; Measures (Individuals); Employee Attitudes; Correlation + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Experiental learning; Erfahrungsorientiertes Lernen; Prädiktor; Selbstbestimmung; Fragebogen; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Messdaten; Arbeitnehmerinteresse; Korrelation
Abstract	In the present research, we proposed a systematic approach to disentangling the shared and unique variance explained by achievement goals, reasons for goal pursuit, and specific goal-reason combinations (i.e., achievement goal complexes). Four studies using this approach (involving nearly 1,800 participants) led to 3 basic sets of findings. First, when testing goals and reasons "separately," mastery (-approach) goals and autonomous reasons explained variance in beneficial experiential (interest, satisfaction, positive emotion) and self-regulated learning (deep learning, help-seeking, challenging tasks, persistence) outcomes. Second, when testing goals and reasons "simultaneously," mastery goals and autonomous reasons explained independent variance in most of the outcomes, with the predictive strength of each being diminished. Third, when testing goals, reasons, and goal complexes "together," the autonomous mastery goal complex explained incremental variance in most of the outcomes, with the predictive strength of both mastery goals and autonomous reasons being diminished. Comparable results were observed for performance (-approach) goals, the autonomous performance goal complex, and performance goal-relevant outcomes. These findings suggest that achievement goals and reasons are both distinct and overlapping constructs, and that neither unilaterally eliminates the influence of the other. Integrating achievement goals and reasons offers the most promising avenue for a full account of competence motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01