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ERIC Number: EJ1007774
Record Type: Journal
Publication Date: 2013-Feb
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1041-6080
Personal and Contextual Antecedents of Achievement Goals: Their Direct and Indirect Relations to Students' Learning Strategies
Michou, Aikaterini; Mouratidis, Athanasios; Lens, Willy; Vansteenkiste, Maarten
Learning and Individual Differences, v23 p187-194 Feb 2013
In this correlational research, we investigated to what extent achievement goals, in conjunction with need for achievement and fear of failure as well as perceived classroom goal structures, are related to learning strategies among upper elementary school students. After taking into account students' tendency to respond in a socially desirable way, we found, through path analysis, that mastery-approach goals partially mediated the relation of need for achievement and perceived mastery goal structures to learning strategies. These findings are discussed within the hierarchical model framework proposed by Elliot (1999). They suggest that the simultaneous examination of personal and contextual antecedents of achievement goals can enhance our understanding of the processes underlying achievement motivation and its outcomes. (Contains 2 tables and 2 figures.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A