Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/13811
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Phan, Huy | en |
dc.date.accessioned | 2013-12-20T15:34:00Z | - |
dc.date.issued | 2013 | - |
dc.identifier.citation | Europe's Journal of Psychology, 9(4), p. 697-716 | en |
dc.identifier.issn | 1841-0413 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/13811 | - |
dc.description.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. | en |
dc.language | en | en |
dc.publisher | PsychOpen | en |
dc.relation.ispartof | Europe's Journal of Psychology | en |
dc.title | The Predictiveness of Achievement Goals: A 2 x 2 Framework Analysis From a Social Cognitive Perspective | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.5964/ejop.v9i4.640 | en |
dcterms.accessRights | Gold | en |
dc.subject.keywords | Education | en |
dc.subject.keywords | Higher Education | en |
dc.subject.keywords | Educational Psychology | en |
local.contributor.firstname | Huy | en |
local.subject.for2008 | 139999 Education not elsewhere classified | en |
local.subject.for2008 | 170103 Educational Psychology | en |
local.subject.for2008 | 130103 Higher Education | en |
local.subject.seo2008 | 930101 Learner and Learning Achievement | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | en |
local.subject.seo2008 | 930103 Learner Development | en |
local.profile.school | School of Education | en |
local.profile.email | hphan2@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20131129-212937 | en |
local.publisher.place | Germany | en |
local.format.startpage | 697 | en |
local.format.endpage | 716 | en |
local.identifier.scopusid | 84888777084 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 9 | en |
local.identifier.issue | 4 | en |
local.title.subtitle | A 2 x 2 Framework Analysis From a Social Cognitive Perspective | en |
local.access.fulltext | Yes | en |
local.contributor.lastname | Phan | en |
dc.identifier.staff | une-id:hphan2 | en |
local.profile.orcid | 0000-0002-3066-4647 | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:14024 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | The Predictiveness of Achievement Goals | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Phan, Huy | en |
local.uneassociation | Unknown | en |
local.year.published | 2013 | en |
local.subject.for2020 | 399999 Other education not elsewhere classified | en |
local.subject.for2020 | 520102 Educational psychology | en |
local.subject.for2020 | 390303 Higher education | en |
local.subject.seo2020 | 160101 Early childhood education | en |
Appears in Collections: | Journal Article School of Education |
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