ERIC Number: ED412268
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
Achievement Goals, Motivation, and Performance: A Closer Look.
Urdan, Tim; Pajares, Frank; Lapin, Amy Z.
An achievement goal theory framework was used to examine the relations among goals and a number of other motivational constructs in a sample of middle school students. Participants were 189 eighth graders from a public school in the south. In one session students completed the attitude measures and in another session they completed a mathematics performance measure. The attitude instrument consisted of 15 items assessing task and ability goals. Results indicate that task and ability goals were moderately related. In this sample, task goals were moderately to strongly related with the performance and motivation variables in favorable ways. They were positively related to self-efficacy, self-concept, grade point average, persistence, importance, and self-efficacy for self-regulated learning. They were negatively related to anxiety. Ability goals did not have a negative pattern of relationship with other variables, but were unrelated or weakly positively correlated with the motivation and performance variables. When gender, grade point average, and task goals were controlled, ability goals had little or no effect on motivation or performance outcomes. Results suggest that for students strong in their pursuit of task goals, the simultaneous pursuit of ability goals is not helpful. This study does support previous results indicating a beneficial relationship between task goals and a variety of motivational and performance outcomes. (Contains 2 tables and 15 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A