Empirical Evidence for Multiple Goals: A Gender-Based, Senior High School Student Perspective

Autor/inn/en	Smith, Lorraine; Sinclair, Kenneth E.
Titel	Empirical Evidence for Multiple Goals: A Gender-Based, Senior High School Student Perspective
Quelle	In: Australian Journal of Educational & Developmental Psychology, 5 (2005), S.55-70 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Self Efficacy; Goal Orientation; Student Motivation; Achievement Need; Multivariate Analysis; Gender Differences; Student Attitudes; Foreign Countries; High School Seniors; Academic Achievement; Mastery Learning; Measurement Techniques; Australia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Schulische Motivation; Multivariate Analyse; Geschlechterkonflikt; Schülerverhalten; Ausland; Schulleistung; Messtechnik; Australien
Abstract	This exploratory study examined the range of gender-based achievement motivation patterns evident in a group of Australian final year high school students. Single, dual and multiple goal complexes were compared, enabling an evaluation of the relative impact of each of the goals on these patterns, as well as their relationships with academic self-efficacy, self-regulation and affective responses. A self-report survey measuring achievement goals, academic self-regulation, academic self-efficacy and affective distress was completed. Analyses of variance, cluster analysis and post-hoc comparisons were used to examine group differences. Gender differences in motivational goal patterns were identified, particularly with respect to the performance-approach goal. The dual task/performance-approach goal orientation reflected overall the most productive pattern of achievement motivation, and this was superior to the single task-mastery goal cluster. The performance-avoidance goal orientation exerted a strong negative effect, regardless of its combination with task or performance-approach goals. The traditionally held view that the single, task-mastery goal orientation is the most productive approach was not supported. (Contains 6 tables and 1 figure.) (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10