Achievement goal orientations and subjective well-being: A person-centred analysis

Learning and Instruction

Volumn 18, Issue 3, 2008, Pages 251-266

  Tuominen Soini, Heta ^a   Salmela Aro, Katariina ^b   Niemivirta, Markku ^a  

^a UNIVERSITY OF HELSINKI   (Finland)

^b UNIVERSITY OF JYVÄSKYLÄ   (Finland)

Author keywords

Achievement goal orientation; Person centred approach; School related burnout; Self esteem; Subjective well being

Indexed keywords

EID: 43049126541     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2007.05.003     Document Type: Article

References (53)

1. Boekaerts M. Being concerned with well-being and with learning. Educational Psychologist 28 (1993) 149-167
2. Boekaerts M., and Niemivirta M. Self-regulated learning: finding a balance between learning goals and ego-protective goals. In: Boekaerts M., Pintrich P.R., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic, San Diego, CA 417-450
3. Butler R. Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement. British Journal of Educational Psychology 76 (2006) 595-611
4. Crocker J., and Wolfe C.T. Contingencies of self-worth. Psychological Review 108 (2001) 593-623
5. Demerouti E., Bakker A.B., Nachreiner F., and Schaufeli W.B. The job demands-resources model of burnout. Journal of Applied Psychology 86 (2001) 499-512
6. Dunning D. On the motives underlying social cognition. In: Tesser A., and Schwarz N. (Eds). Blackwell handbook of social psychology: Intraindividual processes (2001), Blackwell, Oxford, UK 348-374
7. Dweck C.S., and Elliott E.S. Achievement motivation. In: Hetherington E.M. (Ed). Socialization, personality, and social development. Handbook of child psychology Vol. 4 (1983), Wiley, New York 643-691
8. Dykman B.M. Integrating cognitive and motivational factors in depression: initial tests of a goal-orientation approach. Journal of Personality and Social Psychology 74 (1998) 139-158
9. Elliot A.J., and Church M.A. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 72 (1997) 218-232
10. Elliot A.J., and Harackiewicz J.M. Approach and avoidance achievement goals and intrinsic motivation: a mediational analysis. Journal of Personality and Social Psychology 70 (1996) 461-475
11. Elliot A.J., and McGregor H.A. A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology 80 (2001) 501-519
12. Elliott E.S., and Dweck C.S. Goals: an approach to motivation and achievement. Journal of Personality and Social Psychology 54 (1988) 5-12
13. Grant H., and Dweck C.S. Clarifying achievement goals and their impact. Journal of Personality and Social Psychology 85 (2003) 541-553
14. Harackiewicz J.M., Barron K.E., Tauer J.M., Carter S.M., and Elliot A.J. Short-term and long-term consequences of achievement goals: predicting interest and performance over time. Journal of Educational Psychology 92 (2000) 316-330
15. Hu L., and Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling 6 (1999) 1-55
16. Kaplan A., and Maehr M.L. Achievement goals and student well-being. Contemporary Educational Psychology 24 (1999) 330-358
17. Kernis M.H., and Waschull S.B. The interactive roles of stability and level of self-esteem: research and theory. In: Zanna M.P. (Ed). Advances in experimental social psychology Vol. 27 (1995), Academic, San Diego, CA 93-141
18. Kiuru, N., Aunola, K., Nurmi, J.-E., Leskinen, E., & Salmela-Aro, K. (in press). Peer group influence and selection in adolescents' school burnout: a longitudinal study. Merrill-Palmer Quarterly.
19. Little B.R. Personal projects: a rationale and method for investigation. Environment & Behavior 15 (1983) 273-309
20. In: Little B.R., Salmela-Aro K., and Phillips S.D. (Eds). Personal project pursuit: Goals, action, and human flourishing (2007), Erlbaum, Mahwah, NJ
21. Malka A., and Covington M.V. Perceiving school performance as instrumental to future goal attainment: effects on graded performance. Contemporary Educational Psychology 30 (2005) 60-80
22. McGregor H.A., and Elliot A.J. Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology 94 (2002) 381-395
23. Meece J.L., and Miller S.D. Changes in elementary school children's achievement goals for reading and writing: results of a longitudinal and an intervention study. Scientific Studies of Reading 3 (1999) 207-229
24. Middleton M.J., and Midgley C. Avoiding the demonstration of lack of ability: an underexplored aspect of goal theory. Journal of Educational Psychology 89 (1997) 710-718
25. Midgley C., Kaplan A., and Middleton M. Performance-approach goals: good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 93 (2001) 77-86
26. Muthén L.K., and Muthén B.O. Mplus user's guide. 3rd ed. (2004), Muthén & Muthén, Los Angeles, CA
27. Nicholls J.G. Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychological Review 91 (1984) 328-346
28. Nicholls J.G., Patashnick M., and Nolen S.B. Adolescents' theories of education. Journal of Educational Psychology 77 (1985) 683-692
29. Niemivirta M. Individual differences in motivational and cognitive factors affecting self-regulated learning: a pattern-oriented approach. In: Nenniger P., Jäger R.S., Frey A., and Wosnitza M. (Eds). Advances in motivation (1998), Verlag Empirische Pädagogik, Landau, Germany 23-42
30. Niemivirta M. Motivation and school achievement at the end of the compulsory school. [In Finnish]. In: Hautamäki J., Arinen P., Hautamäki A., Ikonen-Varila M., Kupiainen S., Lindblom B., et al. (Eds). Learning to learn in lower secondary school (2000), Helsinki University Press, Helsinki, Finland 121-150
31. Niemivirta M. Individual differences and developmental trends in motivation: integrating person-centered and variable-centered methods. In: Pintrich P.R., and Maehr M.L. (Eds). Advances in motivation and achievement Vol. 12 (2002), JAI Press, Amsterdam 241-275
32. Niemivirta M. Motivation and performance in context: the influence of goal orientations and instructional setting on situational appraisals and task performance. Psychologia: An International Journal of Psychology in the Orient 45 (2002) 250-270
33. Nolen S.B. Reasons for studying: motivational orientations and study strategies. Cognition & Instruction 5 (1988) 269-287
34. Pajares F., Britner S.L., and Valiante G. Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology 25 (2000) 406-422
35. Pekrun R., Elliot A.J., and Maier M.A. Achievement goals and discrete achievement emotions: a theoretical model and prospective test. Journal of Educational Psychology 98 (2006) 583-597
36. Pintrich P.R. Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational Psychology 92 (2000) 544-555
37. Pintrich P.R. The role of goal orientation in self-regulated learning. In: Boekaerts M., Pintrich P.R., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic, San Diego, CA 451-502
38. Roeser R.W., Strobel K.R., and Quihuis G. Studying early adolescents' academic motivation, social-emotional functioning, and engagement in learning: variable- and person-centered approaches. Anxiety, Stress & Coping 15 (2002) 345-368
39. Rosenberg M. Society and the adolescent self-image (1965), Princeton University Press, Princeton, NJ
40. Ryan R.M., and Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55 (2000) 68-78
41. Salmela-Aro K., and Näätänen P. Bergen Burnout Indicator 10 (school burnout measure) (2005), Edita, Helsinki, Finland
42. Salmela-Aro K., and Nurmi J.-E. Depressive symptoms and personal project appraisals: a cross-lagged longitudinal study. Personality & Individual Differences 21 (1996) 373-381
43. Salmela-Aro K., and Nurmi J.-E. Employees' motivational orientation and well-being at work: a person-oriented approach. Journal of Organizational Change Management 17 (2004) 471-489
44. Salokangas R.K.R., Poutanen O., and Stengård E. Screening for depression in primary care: development and validation of the depression scale, a screening instrument for depression. Acta Psychiatrica Scandinavica 92 (1995) 10-16
45. Seifert T.L. Understanding student motivation. Educational Research 46 (2004) 137-149
46. Sideridis G.D. Goal orientation, academic achievement, and depression: evidence in favor of a revised goal theory framework. Journal of Educational Psychology 97 (2005) 366-375
47. Smith L., Sinclair K.E., and Chapman E.S. Students' goals, self-efficacy, self-handicapping, and negative affective responses: an Australian senior school student study. Contemporary Educational Psychology 27 (2002) 471-485
48. Tapola, A., & Niemivirta, M. (in press). The role of achievement goal orientations in students' perceptions of and preferences for classroom environment. British Journal of Educational Psychology.
49. Tuominen H., Salmela-Aro K., Niemivirta M., and Vuori J. Adolescents' achievement goal orientations, goal appraisals, and subjective well-being: a person-centered approach. In: Marsh H.W., Baumert J., Richards G.E., and Trautwein U. (Eds). Proceedings of the third international biennial SELF research conference (2004), University of Western Sydney, SELF Research Centre. http://self.uws.edu.au/Conferences/2004_Proceedings.htm Accessed 15.05.07
50. Urdan T.C. Achievement goal theory: past results, future directions. In: Maehr M.L., and Pintrich P.R. (Eds). Advances in motivation and achievement (1997), JAI Press, Greenwich, CO 99-141
51. Urdan T.C. Predictors of academic self-handicapping and achievement: examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology 96 (2004) 251-264
52. Vermunt J.K., and Magidson J. Latent class cluster analysis. In: Hagenaars J.A., and McCutcheon A.L. (Eds). Applied latent class analysis (2002), Cambridge University Press, Cambridge, UK 89-106
53. Wolters C.A. Advancing achievement goal theory: using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology 96 (2004) 236-250