Addressees of Performance Goals

Autor/inn/en	Ziegler, Albert; Dresel, Markus; Stoeger, Heidrun
Titel	Addressees of Performance Goals
Quelle	In: Journal of Educational Psychology, 100 (2008) 3, S.643-654 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/0022-0663.100.3.643
Schlagwörter	Structural Equation Models; Multitrait Multimethod Techniques; Grade 8; Student Motivation; Grade 9; Questionnaires; Academic Achievement; Self Concept; Evaluation + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Schulische Motivation; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Schulleistung; Selbstkonzept; Evaluierung
Abstract	As performance goals aim to both procure acknowledgment of one's abilities and to avoid revealing a lack of one's abilities, the authors hypothesized that students hold specific performance goals for different addressees and that there are specific correlational patterns with other motivational constructs. They analyzed a data set of 2,675 pupils (1,248 boys and 1,426 girls) attending Grades 8 and 9 (mean age = 15.0, SD = 0.97). The students completed a questionnaire consisting of 12 items measuring performance approach goals and 12 items measuring performance avoidance goals. In each subset, 4 groups of addressees were differentiated: parents, teachers, peers, and the acting individual him/herself. Additionally, several external criteria were measured. The authors concurrently tested theory-driven, structural equation models. Incorporating all 24 items, the best-fitting model was a multitrait-multimethod model, which posited 2 factors for approach and avoidance goals and 4 addressee factors. While performance goals addressing parents showed relationships to maladaptive motivational and learning patterns, performance goals addressing classmates and self showed relationships to adaptive motivational and learning patterns. The relationships between performance goals addressing teachers and external criteria were rather weak and unsystematic. (Contains 3 footnotes, 7 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10