Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes
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DOI：
10.1016/j.cedpsych.2007.08.002
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发表时间：
2008-10-01
影响因子：
10.3
通讯作者：
Pekrun, Reinhard
中科院分区：
文献类型：
--
作者：
Daniels, Lia M.;Haynes, Tara L.;Pekrun, Reinhard
在成就目标理论中，关于某些目标组合的适应性仍然存在争议。假设一个多目标的角度来看，我们使用聚类分析1002本科生根据他们的掌握和性能接近的目标进行分类。出现了四个集群，代表不同的目标组合：高掌握/表现（即，多目标）、优势掌握、优势表现和低掌握/表现（即，低动机）。在一个学年的纵向分析中，这些集群在认知评估（预期成绩，感知成功），与成就相关的情绪（享受，无聊，焦虑）和学习成绩的客观指标（心理学导论，GPA的最终成绩）上进行了比较。低动机组在所有结果中表现出最不适应的特征。多目标，掌握和性能集群表现出同等水平的成就，然而，学生在性能集群更心理和情感脆弱比多目标和掌握集群。我们的讨论集中在直接和潜在的长期影响的具体目标组合的学生和教育工作者，特别注意理解的认知和情感的脆弱性的学生在性能集群出现，尽管令人满意的成绩水平。(C)2007年爱思唯尔公司All rights reserved.
Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally Vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels. (C) 2007 Elsevier Inc. All rights reserved.