Optimal motivation in Peruvian high schools: Should learners pursue and teachers promote mastery goals, performance-approach goals or both?

Learning and Individual Differences

Volumn 55, Issue , 2017, Pages 87-96

  Matos, Lennia ^a   Lens, Willy ^b   Vansteenkiste, Maarten ^c   Mouratidis, Athanasios ^d  

^a PONTIFICIA UNIVERSIDAD CATÓLICA DEL PERÚ   (Peru)

^b UNIVERSITY OF LEUVEN   (Belgium)

^c GHENT UNIVERSITY   (Belgium)

^d HACETTEPE UNIVERSITY   (Turkey)

Author keywords

Academic achievement; Achievement goals; Learning strategies; Mastery multiple goal perspective; Motivation

Indexed keywords

EID: 85016044789     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2017.02.003     Document Type: Article

References (69)

1. Al-Emadi, A.A., The relationships among achievement, goal orientation, and study strategies. Social Behavior and Personality 29:8 (2001), 823–832.
2. Ames, C., Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84 (1992), 261–271, 10.1037/0022-0663.84.3.261.
3. Ames, C., Achievement goals and the classroom motivational climate. Schunk, D.H., Meece, J.L., (eds.) Student perceptions in the classrooms, 1992, Lawrence Erlbaum, New Jersey, 327–348.
4. Ames, C., Archer, J., Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology 80 (1988), 260–267, 10.1037//0022-0663.80.3.260.
5. Anderman, E.M., Maehr, M.L., Motivation and schooling in the middle grades. Review of Educational Research 64 (1994), 287–309, 10.3102/00346543064002287.
6. Anderman, E.M., Midgley, C., Methods for studying goals, goal structures, and patterns of adaptive learning. Midgley, C., (eds.) Goals, goal structures, and patterns of adaptive learning, 2002, Lawrence Erlbaum, New Jersey, 1–20.
7. Barron, K.E., Harackiewicz, J.M., Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology 80 (2001), 706–722, 10.1037/0022-3514.80.5.706.
8. Barron, K.E., Harackiewicz, J.M., Revisiting the benefits of performance-approach goals in the college classroom: Exploring the role of goals in advanced college courses. International Journal of Educational Research 39 (2003), 357–374, 10.1016/j.ijer.2004.06.004.
9. Botsas, G., Padeliadu, S., Goal orientation and reading comprehension strategy use among students with and without reading difficulties. International Journal of Educational Research 39 (2003), 477–495, 10.1016/j.ijer.2004.06.010.
10. Bouffard, T., Boisvert, J., Vezeau, C., Larouche, C., The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology 65 (1995), 317–329.
11. Cohen, J., Cohen, P., West, S.G., Aiken, L.S., Applied multiple regression/correlation analysis in the behavioral sciences. 3rd ed., 2003, Erlbaum, Mahwah, NJ.
12. Covington, M.V., Goal theory, motivation and school achievement: An integrative review. Annual Review of Psychology 51 (2000), 171–200, 10.1146/annurev.psych.51.1.171.
13. Diseth, Å., Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences 21 (2011), 191–195, 10.1016/j.lindif.2011.01.003.
14. Dweck, C.S., Motivational processes affecting learning. American Psychologist 41 (1986), 1040–1048, 10.1037//0003-066x.41.10.1040.
15. Dweck, C.S., Leggett, E., A social-cognitive approach to motivation and personality. Psychological Review 95 (1988), 256–273, 10.1037//0033-295x.95.2.256.
16. Elliot, A.J., A conceptual history of the achievement goal construct. Elliot, A.J., Dweck, C.S., (eds.) Handbook of competence and motivation, 2005, Guilford Press, New York, 52–72.
17. Elliot, A.J., Church, M.A., A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 72 (1997), 218–232, 10.1037/0022-3514.72.1.218.
18. Elliot, A.J., Harackiewicz, J.M., Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 70 (1996), 461–475, 10.1037/0022-3514.70.3.461.
19. Elliot, A.J., McGregor, H.A., A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology 80 (2001), 501–519, 10.1037/0022-3514.80.3.501.
20. Elliot, A.J., McGregor, H.A., Gable, S., Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology 91 (1999), 549–563, 10.1037/0022-0663.91.3.549.
21. Elliot, A.J., Murayama, K., Pekrun, R., A 3 × 2 achievement goal model. Journal of Educational Psychology 103 (2011), 632–648, 10.1037/a0023952.
22. Enders, C.K., Tofighi, D., Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods 12 (2007), 121–138, 10.1037/1082-989x.12.2.121.
23. Harackiewicz, J.M., Barron, K.E., Carter, S.M., Lehto, A.T., Elliot, A.J., Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology 73 (1997), 1284–1295, 10.1037//0022-0663.92.2.316.
24. Harackiewicz, J.M., Barron, K.E., Elliot, A.J., Rethinking achievement goals: When are they adaptive for college students and why?. Educational Psychologist 33 (1998), 1–21, 10.1207/s15326985ep3301_1.
25. Harackiewicz, J.M., Barron, K.E., Tauer, J.M., Carter, S.M., 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, 10.1037//0022–0663,92.2.316.
26. Heyman, G.D., Dweck, C.S., Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion 16 (1992), 231–247, 10.1111/j.1467-8624.1998.tb06197.x.
27. Hu, L., Bentler, P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 6 (1999), 1–55, 10.1080/10705519909540118.
28. Hulleman, C.S., Schrager, S.M., Bodmann, S.M., Harackiewicz, J.M., A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?. Psychological Bulletin 136 (2010), 422–449, 10.1037/a0018947.
29. Jöreskog, K., Sörbom, D., Lisrel 8: Structural equation modeling with the Simplis command language. 2001, Laurence Erlbaum, Hillsdale, NJ.
30. Kaplan, A., Maehr, M., The contributions and prospects of goal orientation theory. Educational Psychology Review 19 (2007), 141–184, 10.1007/s10648-006-9012-5.
31. Kaplan, A., Middleton, M.J., Urdan, T., Midgley, C., Achievement goals and goal structures. Midgley, C., (eds.) Goals, goal structures, and patterns of adaptive learning, 2002, Lawrence Erlbaum, New Jersey, 21–53.
32. Lau, S., Nie, Y., Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology 100 (2008), 15–29, 10.1037/0022-0663.100.1.15.
33. Liem, A.D., Lau, S., Nie, Y., The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology 33 (2008), 486–512, 10.1016/j.cedpsych.2007.08.001.
34. Linnenbrink, E., The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology 97 (2005), 197–213, 10.1037/0022-0663.97.2.197.
35. Linnenbrink, E.A., Pintrich, P.R., Motivation as an enabler for academic success. School Psychology Review 31 (2002), 313–327.
36. Maehr, M.L., Midgley, C., Transforming school cultures. 1996, Westview Press, Boulder.
37. Matos, L., Lens, W., Vansteenkiste, M., Achievement goals, learning strategies and language academic achievement among Peruvian high school students. Psychologica Belgica 47 (2007), 51–70.
38. Meece, J.L., Anderman, E.M., Anderman, L.H., Classroom goal structure, students' motivation, and academic achievement. Annual Review of Psychology 57 (2006), 487–503, 10.1146/annurev.psych.56.091103.070258.
39. Meece, J.L., Blumenfeld, P.C., Hoyle, R.H., Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology 80 (1988), 514–523, 10.1037//0022-0663.80.4.514.
40. Middleton, M., Midgley, C., Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology 89 (1997), 710–718, 10.1037/0022-0663.89.4.710.
41. Midgley, C., Kaplan, A., Middleton, M., Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 103 (2001), 77–86, 10.1037/0022-0663.93.1.77.
42. Midgley, C., Maehr, M.L., Hruda, L.Z., Anderman, E., Anderman, L., Freeman, K.E., et al. Manual for the patterns of adaptive learning scales (PALS). 2000, University of Michigan, Ann Arbor, Michigan.
43. Midgley, C., Urdan, T., Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology 26 (2001), 61–75, 10.1006/ceps.2000.1041.
44. Murayama, K., Elliot, A.J., The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology 101 (2009), 432–447, 10.1037/a0014221.
45. Nelson, G.F., McInerney, D.M., Craven, R.G., Similarities and differences in motivation and processes of learning between Papua New Guinea and Australian school students. Conference presented in the third international SELF research conference. Self-concept, motivation and identity: Where to from here?, 2004, Max Planck Institute, Berlin, Germany.
46. Ng, C., Learners' goal profiles and their learning patterns over an academic year. The International Review of Research in Open and Distributed Learning 16:3 (2015), 86–109.
47. Nolen, S., Haladyna, T.M., Personal and environmental influences on students' beliefs about effective study strategies. Contemporary Educational Psychology 15 (1990), 116–130, 10.1016/0361-476X(90)90011-0.
48. Pajares, F., Cheong, Y.F., Achievement goal orientation in writing: A developmental perspective. International Journal of Educational Research 39 (2003), 437–455, 10.1016/j.ijer.2004.06.008.
49. Paulick, I., Watermann, R., Nückles, M., Achievement goals and school achievement: The transition to different school tracks in secondary school. Contemporary Educational Psychology 38 (2013), 75–86, 10.1016/j.cedpsych.2012.10.003.
50. Pintrich, P.R., An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology 25 (2000), 92–104, 10.1006/ceps.1999.1017.
51. Pintrich, P.R., The role of goal orientation in self-regulated learning. Boekaerts, M., Pintrich, P.R., Zeidner, M., (eds.) Handbook of self-regulation, 2000, Academic Press, San Diego, 451–502.
52. Pintrich, P.R., Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology 92 (2000), 544–555, 10.1037//0022-0663.92.3.544.
53. Pintrich, P.R., De Groot, E.V., Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82 (1990), 33–40, 10.1037/0022-0663.82.1.33.
54. Pintrich, P.R., Schrauben, B., Students' motivational beliefs and their cognitive engagement in classroom academic tasks. Schunk, D.H., Meece, J.L., (eds.) Student perceptions in the classrooms, 1992, Lawrence Erlbaum, New Jersey, 149–183.
55. Pintrich, P.R., Schunk, D.H., Motivation in education: Theory, research and application. 2nd ed., 2002, Prentice Hall, Upper Saddle River, NJ.
56. Pintrich, P.R., Smith, D.A.F., Garcia, T., McKeachie, W.J., A manual for the use of motivated strategies for learning questionnaire (MSLQ). 1991, University of Michigan, Ann Arbor, Michigan.
57. Roeser, R.W., Midgley, C., Urdan, T.C., 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 (1996), 408–422, 10.1037/0022-0663.88.3.408.
58. Senko, C.M., Harackiewicz, J.M., Achievement goals, performance and task interest: Why perceived difficulty matters. Personality and Social Psychology Bulletin 31 (2005), 1739–1753, 10.1177/0146167205281128.
59. Shim, S.S., Finch, W.H., Academic and social achievement goals and early adolescents' adjustment: A latent class approach. Learning and Individual Differences 30 (2014), 98–105, 10.1016/j.lindif.2013.10.015 (Inc. All rights reserved).
60. Skaalvik, E.M., Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology 89 (1997), 71–81, 10.1037/0022-0663.89.1.71.
61. Urdan, T., What are classroom goal structures and how much do they matter? Paper presented at the American Educational Research Association Conference. 2007, USA, Chicago.
62. Urdan, T., Mestas, M., The goals behind performance goals. Journal of Educational Psychology, 98, 2006, 354, 10.1037/0022-0663.98.2.354.
63. Van Yperen, N.W., Blaga, M., Postmes, T., A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education). PloS One, 9, 2014, 10.1371/journal.pone.0093594.
64. Vansteenkiste, M., Lens, W., Elliot, A.J., Soenens, B., Mouratidis, A., Moving the achievement goal approach one step forward: Toward a systematic examination of the autonomous and controlled reasons underlying achievement goals. Educational Psychologist 49 (2014), 153–174, 10.1080/00461520.2014.928598.
65. Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L., Lacante, M., Less is sometimes more: Goal-content matters. Journal of Educational Psychology 96 (2004), 755–764, 10.1037/0022-0663.96.4.755.
66. 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, 10.1037/0022-0663.96.2.236.
67. Wolters, C.A., Yu, S.L., Pintrich, P.R., The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences 8 (1996), 211–238, 10.1016/s1041-6080(96)90015-1.
68. Zimmerman, B.J., Dimensions of academic self-regulation: A conceptual framework for education. Schunk, D., Zimmerman, B., (eds.) Self-regulation of learning and performance, 1994, Lawrence Erlbaum, New Jersey, 3–21.
69. Zusho, A., Pintrich, P.R., Cortina, K.S., Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students. Learning and Individual Differences 15 (2005), 141–158, 10.1016/j.lindif.2004.11.003.