Personal and contextual antecedents of achievement goals: their direct and indirect relations to students' learning strategies

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dc.citation.epage194en_US
dc.citation.spage187en_US
dc.citation.volumeNumber23en_US
dc.contributor.authorMichou, A.en_US
dc.contributor.authorMouratidis, A.en_US
dc.contributor.authorLens, W.en_US
dc.contributor.authorVansteenkiste, M.en_US
dc.date.accessioned2015-07-28T12:02:43Z
dc.date.available2015-07-28T12:02:43Z
dc.date.issued2013-02en_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractIn this correlational research, we investigated to what extent achievement goals, in conjunction with need for achievement and fear of failure as well as perceived classroom goal structures, are related to learning strategies among upper elementary school students. After taking into account students' tendency to respond in a socially desirable way, we found, through path analysis, that mastery-approach goals partially mediated the relation of need for achievement and perceived mastery goal structures to learning strategies. These findings are discussed within the hierarchical model framework proposed by Elliot (1999). They suggest that the simultaneous examination of personal and contextual antecedents of achievement goals can enhance our understanding of the processes underlying achievement motivation and its outcomes.en_US
dc.description.provenanceMade available in DSpace on 2015-07-28T12:02:43Z (GMT). No. of bitstreams: 1 10.1016-j.lindif.2012.09.005.pdf: 307134 bytes, checksum: cf32dcbf77f0308882bcf9c33332d35a (MD5)en
dc.identifier.doi10.1016/j.lindif.2012.09.005en_US
dc.identifier.issn1041-6080
dc.identifier.urihttp://hdl.handle.net/11693/12715
dc.language.isoEnglishen_US
dc.publisherElsevieren_US
dc.relation.isversionofhttp://dx.doi.org/10.1016/j.lindif.2012.09.005en_US
dc.source.titleLearning and Individual Differencesen_US
dc.subjectAchievement goalsen_US
dc.subjectClassroom goal structureen_US
dc.subjectNeed for achievementen_US
dc.subjectFear of failureen_US
dc.subjectLearning strategiesen_US
dc.titlePersonal and contextual antecedents of achievement goals: their direct and indirect relations to students' learning strategiesen_US
dc.typeArticleen_US

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