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ERIC Number: EJ1033983
Record Type: Journal
Publication Date: 2014
Pages: 33
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-0144-3410
Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year
Ng, Chi-hung Clarence
Educational Psychology, v34 n6 p730-762 2014
Academic self-schemas are important cognitive frames capable of guiding students' learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches, learning attitudes and achievement levels in learning mathematics. Students completed a survey and attempted an achievement test at the beginning and close to the end of the academic year. Two hypotheses in relation to the notion of self-engagement congruence were examined. The first hypothesis assumes that students holding a specific academic self-schema will maintain a pattern of engagement and achievement congruent with their specific self-conception over time. The second hypothesis postulates that a change in academic self-schemas will be associated with a corresponding shift in students' engagement and achievement patterns. Cluster analyses provided clear evidence supporting these two hypotheses.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia