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  • Quadratic models may provide a useful set of models that detect combined effects of achievement goals on academic attainment

    Author(s)
    Kamarova, Sviatlana
    Chatzisarantis, Nikos LD
    Hagger, Martin S
    Griffith University Author(s)
    Hagger, Martin S.
    Year published
    2016
    Metadata
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    Abstract
    There is a consensus of opinion among proponents of theories of achievement goals that people may choose to pursue two different types of goals: mastery goals that focus on developing competence through task mastery and learning and performance goals that focus on demonstrating competence by outperforming others (Ames and Archer, 1987; Dweck and Leggett, 1988; Nicholls, 1989; Ames, 1992; Pintrich, 2000). Research in educational contexts indicates that mastery goals are reliably associated with positive outcomes such as high intrinsic motivation, high task-interest, and use of deep learning strategies (Harackiewicz et al., ...
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    There is a consensus of opinion among proponents of theories of achievement goals that people may choose to pursue two different types of goals: mastery goals that focus on developing competence through task mastery and learning and performance goals that focus on demonstrating competence by outperforming others (Ames and Archer, 1987; Dweck and Leggett, 1988; Nicholls, 1989; Ames, 1992; Pintrich, 2000). Research in educational contexts indicates that mastery goals are reliably associated with positive outcomes such as high intrinsic motivation, high task-interest, and use of deep learning strategies (Harackiewicz et al., 2000, 2008). However, performance goals exhibit a stronger relationship with high task performance than mastery goals (Senko et al., 2011; Van Yperen et al., 2015). This is more likely to be observed when tendencies to pursue mastery or performance goals are coupled with approach reactions rather than avoidance reactions (Senko et al., 2011).
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    Journal Title
    Frontiers in Psychology
    Volume
    7
    DOI
    https://doi.org/10.3389/fpsyg.2016.00029
    Subject
    Cognitive and computational psychology
    Social Sciences
    Psychology, Multidisciplinary
    Psychology
    achievement goals
    multiple goals effect
    Publication URI
    http://hdl.handle.net/10072/409484
    Collection
    • Journal articles

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