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| Title | Taiwanese sixth graders` achievement goals and their motivation strategy use and grades: An examination of the multiple goal perspective |
| Creator | 施淑慎 |
| Date | 2005-09 |
| Date Issued | 10-Aug-2009 10:56:55 (UTC+8) |
| Summary | Using the trichotomous framework of achievement goals, in the present study I investigated the effects of different combinations of achievement goals on Taiwanese sixth graders` motivation, strategy use, and performance. 242 students completed a self-report survey assessing their achievement goal orientations and a range of outcomes including intrinsic motivation, self-handicapping, and the use of cognitive and metacognitive strategies. I collected students` grades from school records at the end of the semester. Results suggested that mastery goals were positively associated with Taiwanese students` motivation, cognitive engagement, and grades, regardless of their level of performance-approach orientation. Also, results validated the theoretical distinction within performance goals proposed by recently revised goal theory, that is, that performance-approach and performance-avoidance goals may lead to different consequences for motivation, cognition, and achievement. Specifically, performance-approach goals were adaptive in terms of children`s use of cognitive strategies and their grades, whereas performance-avoidance goals were related to students` maladaptive motivation, namely, self-handicapping. Implications for education and future research are discussed. |
| Relation | Elementary School Journal, 106(1), 39 |
| Type | article |
| DOI | http://dx.doi.org/10.1086/496906 |
| dc.creator (作者) | 施淑慎 | zh_TW |
| dc.date (日期) | 2005-09 | - |
| dc.date.accessioned | 10-Aug-2009 10:56:55 (UTC+8) | - |
| dc.date.available | 10-Aug-2009 10:56:55 (UTC+8) | - |
| dc.date.issued (上傳時間) | 10-Aug-2009 10:56:55 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/29539 | - |
| dc.description.abstract (摘要) | Using the trichotomous framework of achievement goals, in the present study I investigated the effects of different combinations of achievement goals on Taiwanese sixth graders` motivation, strategy use, and performance. 242 students completed a self-report survey assessing their achievement goal orientations and a range of outcomes including intrinsic motivation, self-handicapping, and the use of cognitive and metacognitive strategies. I collected students` grades from school records at the end of the semester. Results suggested that mastery goals were positively associated with Taiwanese students` motivation, cognitive engagement, and grades, regardless of their level of performance-approach orientation. Also, results validated the theoretical distinction within performance goals proposed by recently revised goal theory, that is, that performance-approach and performance-avoidance goals may lead to different consequences for motivation, cognition, and achievement. Specifically, performance-approach goals were adaptive in terms of children`s use of cognitive strategies and their grades, whereas performance-avoidance goals were related to students` maladaptive motivation, namely, self-handicapping. Implications for education and future research are discussed. | - |
| dc.format.extent | 1620380 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language | en_US | en |
| dc.language.iso | en_US | - |
| dc.relation (關聯) | Elementary School Journal, 106(1), 39 | - |
| dc.title (題名) | Taiwanese sixth graders` achievement goals and their motivation strategy use and grades: An examination of the multiple goal perspective | en |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.1086/496906 | en_US |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1086/496906 | en_US |