Analyzing student motivation at the confluence of achievement goals and their underlying reasons: an investigation of goal complexes
Analyzing student motivation at the confluence of achievement goals and their underlying reasons: an investigation of goal complexes
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分析成就目标及其根本原因交汇处的学生动机：目标复合体的调查
DOI：
10.1007/s11218-016-9351-0
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发表时间：
2016
影响因子：
2.9
通讯作者：
Eusebio Scornavacca
中科院分区：
文献类型：
--
作者：
F. Hodis;Carolyn Tait;Georgeta M. Hodis;Monica A. Hodis;Eusebio Scornavacca
这项研究调查了成就目标之间的相互关系以及追求这些目标的根本原因。为此，它利用了目标复合体的框架，这是在目标和原因的交叉点上定义的监管结构。来自新西兰大学生的两个独立大样本的数据显示，在不同类型的原因中，即能力/能力的发展与展示，以及分别与目标和原因相关的回避倾向，参与者对映射规范目标的项目评分最低。此外，对于大多数非规范性成就目标（在本研究中与任务和自己过去的表现相关），学生更强烈地认可与发展有关的项目，而不是与能力/能力的展示有关的项目。这种结果模式因与规范目标相关的接近而非回避原因而发生逆转。这些发现在很大程度上符合认知失调理论的原则，对教学实践、政策制定以及自我评价和认知过程的研究具有重要意义。此外，他们还为未来富有成果的研究描绘了新的方向。
This research investigated the interrelations among achievement goals and the underlying reasons for pursuing them. To do so, it utilized the framework of goal complexes, which are regulatory constructs defined at the intersection of aims and reasons. Data from two independent large samples of New Zealand university students showed that across types of reasons, namely development versus demonstration of competence/ability, and approach-avoidance tendencies pertaining to aims and reasons, respectively, participants rated lowest items mapping normative aims. Additionally, for most non-normative achievement goals, which in this study were related to task and own past performance, students endorsed more strongly items pertaining to the development rather than the demonstration of competence/ability. This pattern of results was reversed for approach—but not avoidance—related reasons associated with normative aims. These findings are largely consistent with the tenets of cognitive dissonance theory and have important implications for pedagogical practice, policy development, and the study of self-evaluation and cognitive processes. In addition, they delineate new directions for fruitful future research.
影响因子：
7.6
作者：
A. Elliot;Holly Mcgregor
通讯作者：
A. Elliot;Holly Mcgregor
影响因子：
22.4
作者：
BENTLER, PM
通讯作者：
BENTLER, PM