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ERIC Number: EJ926973
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0144-3410
Perceived Competence and Autonomy as Moderators of the Effects of Achievement Goal Orientations
Cho, YoonJung; Weinstein, Claire Ellen; Wicker, Frank
Educational Psychology, v31 n4 p393-411 2011
The primary purpose of this study was to investigate the roles of two moderators--perceived competence and perceived autonomy--in the relationships of achievement goal orientations with a broad range of learning-related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played roles as moderators by strengthening the positive effects of a mastery goal pursuit on outcome measures of adaptive use of learning strategies and effort, respectively. However, no moderating role of either perceived competence or perceived autonomy was found for the effect of a performance-approach and performance-avoidance goal pursuit. In addition, perceived competence played a significant role in determining the level of academic achievement in the context of multiple-goal pursuit. For students with high perceived competence, the adoption of high performance-approach goals resulted in a higher level of achievement regardless of the levels of mastery goals. In contrast, students with low perceived competence showed the highest achievement when high performance-approach goals are paired with low mastery goals. (Contains 3 figures and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A