ERIC Number: EJ1011827
Record Type: Journal
Publication Date: 2013
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0973
EISSN: N/A
Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning
Wolters, Christopher A.; Fan, Weihua; Daugherty, Stacy G.
Journal of Experimental Education, v81 n3 p295-321 2013
This study was designed to forge stronger theoretical and empirical links between achievement goal theory and attribution theory. High school students ("N" = 224) completed a self-report survey that assessed 3 types of achievement goals, 7 types of attributions, and self-efficacy. Results indicated that students' adoption of achievement goals explained 4 types of attributions, but no single type of achievement goal stood out as the most consistent or strongest predictor for those attributions. Results also showed that a focus on mastery and certain types of attributions, but not either form of performance goals was associated with a more adaptive pattern of behavioral and cognitive engagement. Overall, the present study provides a valuable contribution by promoting integration among prominent models of achievement motivation, and by extending what is known about the relations between each of these models and students' academic functioning. (Contains 5 tables.)
Descriptors: Goal Orientation, Attribution Theory, Self Efficacy, Academic Achievement, Predictor Variables, High School Students, Student Motivation, Achievement Need, Correlation, Models, Metacognition, Honors Curriculum, Regression (Statistics), Learning Strategies, Algebra, Scoring Rubrics, Multiple Regression Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A