Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics

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buir.contributor.authorMichou, Aikaterini
dc.citation.epage135en_US
dc.citation.spage127en_US
dc.citation.volumeNumber61en_US
dc.contributor.authorMouratidis, A.en_US
dc.contributor.authorMichou, Aikaterinien_US
dc.contributor.authorDemircioğlu, A. N.en_US
dc.contributor.authorSayıl, M.en_US
dc.date.accessioned2019-02-21T16:01:48Z
dc.date.available2019-02-21T16:01:48Z
dc.date.issued2018en_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractIn this study, we aimed to investigate the different routes through which perceived goal structures, and in turn mastery-approach and performance-approach goals in mathematics, predict subsequent academic performance. Path analyses with a sample of Turkish adolescents (N = 369; 49.1% males; Mage = 16.67 years, SD = 1.85) revealed two distinct paths. After controlling for mid-year grades, we found perceived mastery goal structures to relate (positively) to mastery-approach goals, which in turn positively predicted end-year grades through challenge seeking. In contrast, perceived performance goal structures related positively to both performance-approach and performance-avoidance goals with the former directly predicting higher end-year grades, and the latter being related negatively to challenge seeking. These findings imply that there may exist different paths that can predict academic performance.
dc.description.provenanceMade available in DSpace on 2019-02-21T16:01:48Z (GMT). No. of bitstreams: 1 Bilkent-research-paper.pdf: 222869 bytes, checksum: 842af2b9bd649e7f548593affdbafbb3 (MD5) Previous issue date: 2018en
dc.description.sponsorshipThis work was supported by the Scientific and Technological Research Council of Turkey (TÜBITAK) [grant number 114K815 ]. Appendix A
dc.embargo.release2020-01-01en_US
dc.identifier.doi10.1016/j.lindif.2017.11.017
dc.identifier.issn1041-6080
dc.identifier.urihttp://hdl.handle.net/11693/49920
dc.language.isoEnglish
dc.publisherElsevier
dc.relation.isversionofhttps://doi.org/10.1016/j.lindif.2017.11.017
dc.relation.projectTürkiye Bilimsel ve Teknolojik Araştirma Kurumu, TÜBITAK: 114K815 - Türkiye Bilimsel ve Teknolojik Araştirma Kurumu, TÜBITAK
dc.source.titleLearning and Individual Differencesen_US
dc.subjectAcademic performanceen_US
dc.subjectAchievement goalsen_US
dc.subjectAdolescenceen_US
dc.subjectChallenge seekingen_US
dc.subjectLearning environmenten_US
dc.subjectMathematicsen_US
dc.titleDifferent goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematicsen_US
dc.typeArticleen_US

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