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ERIC Number: EJ1138498
Record Type: Journal
Publication Date: 2017-Mar
Pages: 15
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1381-2890
Autonomous and Controlled Reasons Underlying Self-Approach and Self-Avoidance Goals and Educational Outcomes
Gillet, Nicolas; Huyghebaert, Tiphaine; Barrault, Servane; Bucourt, Emilie; Gimenes, Guillaume; Maillot, Axel; Poulin, Aurélie; Sorel, Olivier
Social Psychology of Education: An International Journal, v20 n1 p179-193 Mar 2017
Based on the new 3 × 2 achievement goal model, the first purpose of this prospective research was to examine the relation of self-approach and self-avoidance goals to four educational outcomes, namely intentions of dropping out, educational satisfaction, self-efficacy, and achievement. We also considered the autonomous and controlled reasons underlying these self-based goals in order to investigate whether self-approach and self-avoidance goals, as well as their underlying reasons, related to outcomes. Data was collected from 330 students, at two time points. Our findings showed that self-approach and self-avoidance goals did not explain changes in outcomes, with the exception of the significant relationship between self-avoidance goals and educational satisfaction. The present results also revealed that the autonomous and controlled motivations underlying achievement goals were more strongly related to changes in all four educational outcomes than was the endorsement of goals themselves. Theoretical implications and research perspectives are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A