Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes

Autor/inn/en	Daniels, Lia M.; Haynes, Tara L.; Stupnisky, Robert H.; Perry, Raymond P.; Newall, Nancy E.; Pekrun, Reinhard
Titel	Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes
Quelle	In: Contemporary Educational Psychology, 33 (2008) 4, S.584-608 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2007.08.002
Schlagwörter	Undergraduate Students; Grade Point Average; Academic Achievement; Student Motivation; Multivariate Analysis; Psychology; Individual Differences; Longitudinal Studies; Mastery Learning; Comparative Analysis; Mental Health; Goal Orientation; Psychological Patterns + Suchen Sie Ihr Suchwort? Schulleistung; Schulische Motivation; Multivariate Analyse; Psychologie; Individueller Unterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Psychohygiene; Zielorientierung; Zielvorstellung
Abstract	Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10