Has Achievement Goal Theory Been Right? A Meta-Analysis of the Relation Between Goal Structures and Personal Achievement Goals

Autor(en)

Lisa Bardach, Sophie Oczlon, Jakob Pietschnig, Marko Lüftenegger

Abstrakt

Achievement goal theory includes both personal motivational features (achievement goals) and contextual features (goal structures). The theory holds that the prevailing goal structures in learning environments (such as the classroom) influence the achievement goals students adopt. This meta-analysis (k = 68, N = 47,975) examined the strength of the relationships between student ratings of goal structures (mastery-approach goal structures, mastery-avoidance goal structures, performance-approach goal structures, and performance-avoidance goal structures) and achievement goals (mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals) as well as moderating variables. Results indicated that each achievement goal was most strongly related to its contextual counterpart. Educational level and world region moderated some of the relations, and for most combinations of goal structures and achievement goals, measures framing goal structures as a climate produced higher correlations than measures using the teacher as referent. Challenges and promising routes for future research and theory building are discussed.

Organisation(en)

Institut für Lehrer*innenbildung, Institut für Psychologie der Entwicklung und Bildung

Externe Organisation(en)

University of York

Journal

Journal of Educational Psychology

Band

112

Seiten

1197–1220

Anzahl der Seiten

24

DOI

https://doi.org/10.1037/edu0000419

Publikationsdatum

08-2020

Peer-reviewed

Ja

ÖFOS 2012

501013 Motivationspsychologie, 501016 Pädagogische Psychologie

Schlagwörter

ASJC Scopus Sachgebiete

Education, Developmental and Educational Psychology

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/3bfb3926-7c73-432d-996a-f03f2952478f