ERIC Number: ED452362
Record Type: RIE
Publication Date: 2001-Apr-11
The Relationship between Goal Orientation and the Calibration of Performance Expectations to Performance Feedback.
Wahlstrom, Darryl A.
A study investigated 210 secondary vocational/technical education students' cognitive, affective, and behavioral responses to a skill assessment process. Students received feedback on their skill strengths and weaknesses and those skills in which they over- or under-estimated their abilities. Results from hierarchical multiple regression indicated certain main effects. Students adopting mastery goals held adaptive motivational beliefs, including high levels of self-efficacy and feedback seeking intentions. Students oriented toward performance-approach goals also held higher levels of self-efficacy. Performance-avoidant goals were not predictive of students' post-assessment motivation. Structural equation models indicated that both calibration accuracy and utility mediate these relationships, depending on the skill set investigated. (Appendixes include 4 figures, 5 tables, and 121 references.) (YLB)
Descriptors: Achievement Need, Behavior Development, Cognitive Structures, Competence, Educational Research, Expectation, Feedback, Goal Orientation, Labor Force Development, Learning Motivation, Multiple Regression Analysis, Performance, Secondary Education, Self Efficacy, Self Evaluation (Individuals), Skills, Student Attitudes, Student Evaluation, Teacher Response, Vocational Education
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).