Achievement goals and academic locus of control: Structural equation modeling

Egitim Arastirmalari - Eurasian Journal of Educational Research

Volumn , Issue 38, 2010, Pages 1-18

  Akin, Ahmet ^a  

^a SAKARYA UNIVERSITY   (Turkey)

Author keywords

Academic locus of control; Achievement goals; Path analysis; Structural equation modeling

Indexed keywords

EID: 75949117236     PISSN: 1302597X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (70)

1. Akin, A. (2006). 2X2 Başari Yönelimleri Ölçegi: Geçerlik ve güvenirlik çalişmasi. Sakarya Üniversitesi Eǧitim Fakültesi Dergisi, 12, 1-13.
2. Akin, A. (2007). Akademik Kontrol Odaǧi Ölçegi: Geçerlik ve güvenirlik çalişmasi. Çukurova Üniversitesi Eǧitim Fakültesi Dergisi, 34(3), 9-17.
3. Akin, A. (2008). Self-compassion and achievement goals: A structural equation modeling approach. Eurasian Journal of Educational Research, 31, 1-15.
4. Akin, A., Cetin, B. (2007). Achievement goal orientations scale: The study of validity and reliability. Eurasian Journal of Educational Research, 26, 1-12.
5. Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478-487.
6. Ames, C. (1992). Classroom goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
7. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
8. Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.
9. Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.
10. Barron, K. E., & Harackiewicz, J. M. (2003). Revisiting the benefits of performanceapproach goals in the college classroom: Exploring the role of goals in advanced college courses. International Journal of Educational Research, 39, 357-374.
11. Battle, E. S., & Rotter, J. B. (1963). Children's feelings of personal control as related to social class and ethnic group. Journal of Personality 3(1), 482-490.
12. Bryant, B. K. (1972). Student-teacher relationships as related to internal-external locus of control. Dissertation Abstract International, 32(B), 4584(a).
13. Buck, M., & Austrin, H. (1971). Factors related to school achievement in an economically disadvantaged group. Child Development, 42, 1813-1826.
14. Church, M., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43-54.
15. Conroy, D. E., Elliot, A. J., & Hofer, S. M. (2003). A 2X2 achievement goals questionnaire for sport: Evidence for factorial invariance, temporal stability, and external validity. Journal of Sport & Exercise Psychology, 25, 456-476.
16. Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200.
17. Crowe, E., & Higgins, E. T. (1997). Regulatory focus and strategic inclinations: Promotion and prevention in decision-making. Organizational Behavior and Human Decision Processes, 69, 117-132.
18. Demellow, L. R., & Imms, T. (1999). Self esteem, locus of control, and coping styles and their relationship to school attitudes of adolescents. Psychological Studies, 44, 24-34.
19. Dweck, C. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
20. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
21. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
22. Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
23. Elliot, A. J., & Covington, M. V. (2001). Approach and avoidance motivation. Educational Psychology Review, 13(2), 73-92.
24. Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
25. Elliot, A. J., & Mcgregor, H. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
26. Elliot, A. J., & Trash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139-156.
27. Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 53, 5-12.
28. Eppler, M. A., & Harju, B. A. (1997). Achievement motivation goals in relation to academic performance in traditional and nontraditional college student. Research in Higher Education, 38(5), 557-573.
29. Eren, A. (2009). Examining the relationship between epistemic curiosity and achievement goals. Eurasian Journal of Educational Research, 36, 129-144.
30. Finney, S. J., Pieper, S. L., & Barron, K. E. (2004). Examining the psychometric properties of the Achievement Goal Questionnaire in a general academic context. Educational and Psychological Measurement, 64, 365-382.
31. Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295.
32. Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.
33. Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52, 1280-1300.
34. Higgins, E. T. (2000). Making a good decision: Value from fit. American Psychologist, 55, 1217-1230.
35. Howell, A., Watson, D., Powell, R., & Buro, K. (2006). Academic procrastination: The pattern and correlates of behavioral postponement. Personality and Individual Differences, 40, 1519-1530.
36. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
37. Ironsmith, M., Marva, J., Harju, B., & Eppler, M. (2001). Motivation and performance in college students enrolled in self-paced versus lecture-format remedial mathematics courses. Journal of Instructional Psychology, 30(4), 276-284.
38. James, W. (March, 1965). The application of Rotter's Social Learning Theory in education settings. Paper presented at the annual meetings of the Society for Research in Child Development, Minneapolis.
39. Jöreskog, K. G., & Sorbom, D. (1996). LISREL 8 reference guide. Lincolnwood, IL: Scientific Software International.
40. Kaplan, A., & Midgley, C. (1999). The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187-212.
41. Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A school wide approach. Educational Psychologist, 26, 399-427.
42. McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94, 381-395.
43. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
44. Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26(1), 61-75.
45. Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
46. Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack ability: An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
47. Mooney, S. P., Sherman, M. F., & LoPresto, C. T. (1991). Academic locus of control, self-esteem, and perceived distance from home as predictors of college adjustment. Journal of Counseling & Development, 69, 445-448.
48. Mooradian, T. A., Herbst, K., & Matzler, K. (2008). The interplay of temperament and regulatory focus on consumer problem-solving modes. Social and Personality Psychology Compass, 2(4), 1703-1718.
49. Ouschan, L., Boldero, J. M., Kashima, Y., Wakimoto, R., & Kashima, E. S. (2007). Regulatory Focus Strategies Scale: A measure of individual differences in the endorsement of regulatory strategies. Asian Journal of Social Psychology, 10, 243-257.
50. Pieper, S. L. (2003). Refining and extending the 2x2 achievement goal framework: Another look at work-avoidance. Unpublished Doctoral Dissertation, James Madison University, Harrisonburg, Virginia.
51. Pino, N. W., & Smith, W. L. (2003). College students and academic dishonesty. College Student Journal, 37, 490-500.
52. Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
53. Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
54. Pintrich, P. R. (2000c). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research, and applications (pp. 451-502). San Diego, CA: Academic Press.
55. Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, 319-337.
56. Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
57. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Merrill Prentice Hall.
58. Ritchie, E., & Phares, E. (1969). Attitude change as a function of internal-external control and communicator status. Journal of Personality, 37, 429-443.
59. Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1, 313-336.
60. Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422.
61. Rothbaum, F., Weisz, J. R., & Snyder, S. S. (1982). Changing the world and changing the self: A two-process model of perceived control. Journal of Personality and Social Psychology, 42(1), 5-37.
62. Rotter, J. B. (1954). Social learning and clinical psychology. Englewood Cliffs, NJ: Prentice-Hall.
63. Rotter, J. B. (1966). Generalized expectancies for internal versus external locus of control of reinforcement. Psychological Monographs, 80, 1-28.
64. Rotter, J. B., & Mulry, R. C. (1965). Internal versus external control of reinforcement and decision time. Journal of Personality and Social Psychology, 2, 598-604.
65. Stipek, D. J. (1993). Motivation to learn: From theory to practice. Englewood Cliffs, NJ: Prentice-Hall.
66. Stipek, D. J., & Kowalski, P. S. (1989). Learned helplessness in task-oriented versus performance-oriented testing conditions. Journal of Educational Psychology, 81, 384-391.
67. Trice, A. (1985). An Academic Locus of Control Scale for college students. Perceptual and Motor Skills, 61, 1043-1046.
68. Trice, A., & Hackburt, L. (1989). Academic locus of control, type A behavior, and college absenteeism. Psychological Reports, 65, 337-338.
69. Urdan, T. C., & Maehr, M. (1995). Beyond a two goal theory of motivation: A case for social goals. Review of Educational Research, 65, 213-244.
70. Weiner, B., & Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15, 1-20.