ERIC Number: EJ985133
Record Type: Journal
Publication Date: 2012-Dec
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1041-6080
EISSN: N/A
Goal Self-Concordance Moderates the Relationship between Achievement Goals and Indicators of Academic Adjustment
Gaudreau, Patrick
Learning and Individual Differences, v22 n6 p827-832 Dec 2012
This study examined whether the good or bad outcomes associated with mastery- and performance-approach achievement goals depend on the extent to which these goals are pursued for self-concordant reasons. A sample of 220 undergraduate students completed measures of achievement goals, goal self-concordance, academic satisfaction, and academic anxiety before mid-term exams. A total of 115 participants completed a follow-up measure of their semester GPA. Results of moderated regressions revealed that mastery-approach goals were positively associated with academic satisfaction and performance, but only for students with high levels of mastery goal self-concordance. Performance-approach goals were also associated with higher performance, but only for students with high levels of performance goal self-concordance. Both types of goals were positively associated with anxiety for individuals with low levels of goal self-concordance. This study illustrates the importance of considering the joint influence of goal content and goal motivation in their association with consequential educational outcomes. (Contains 3 tables.)
Descriptors: Academic Achievement, Grade Point Average, Outcomes of Education, Program Effectiveness, Anxiety, Undergraduate Students, Educational Objectives, Goal Orientation, Correlation, Student Adjustment, Mastery Learning, Tests, Student Attitudes, Measures (Individuals), Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A