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Title: The Predictiveness of Achievement Goals: A 2 x 2 Framework Analysis From a Social Cognitive Perspective
Contributor(s): Phan, Huy  (author)orcid 
Publication Date: 2013
Open Access: Yes
DOI: 10.5964/ejop.v9i4.640Open Access Link
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Field of Research (FoR) 2008: 139999 Education not elsewhere classified
170103 Educational Psychology
130103 Higher Education
Field of Research (FoR) 2020: undefined
520102 Educational psychology
390303 Higher education
Socio-Economic Objective (SEO) 2008: 930101 Learner and Learning Achievement
930102 Learner and Learning Processes
930103 Learner Development
Socio-Economic Objective (SEO) 2020: undefined
Abstract: Using the Revised Achievement Goal Questionnaire (AGQ-R) (Elliot & Murayama, 2008), we explored first-year university students' achievement goal orientations on the premise of the 2 x 2 model. Similar to recent studies (Elliot & Murayama, 2008; Elliot & Thrash, 2010), we conceptualized a model that included both antecedent (i.e., enactive learning experience) and consequence (i.e., intrinsic motivation and academic achievement) of achievement goals. Two hundred seventy-seven university students (151 women, 126 men) participated in the study. Structural equation modeling procedures yielded evidence that showed the predictive effects of enactive learning experience and mastery goals on intrinsic motivation. Academic achievement was influenced intrinsic motivation, performance-approach goals, and enactive learning experience. Enactive learning experience also served as an antecedent of the four achievement goal types. On the whole, evidence obtained supports the AGQ-R and contributes, theoretically, to 2 x 2 model.
Publication Type: Journal Article
Source of Publication: Europe's Journal of Psychology, 9(4), p. 697-716
Publisher: PsychOpen
Place of Publication: Trier, Germany
ISSN: 1841-0413
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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