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General versus specific achievement goals : A re-examination

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2015

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Sparfeldt, Jörn R.
Wirthwein, Linda
Buch, Susanne R.
Rost, Detlef H.

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https://doi.org/10.1016/j.lindif.2015.08.022
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Learning and Individual Differences. 2015, 43, pp. 170-177. ISSN 1041-6080. eISSN 1873-3425. Available under: doi: 10.1016/j.lindif.2015.08.022

Zusammenfassung

Previous studies revealed inconsistent results regarding the relative importance of specific and general achievement goals (mastery goals, performance-approach goals, performance-avoidance goals, work-avoidance goals) in predicting specific and general scholastic outcomes (interests, importance, grades). Therefore, high-school students (N = 1210; grades 7–10) answered a questionnaire assessing these variables on a general academic and school-subject-specific (six school subjects) level. The findings showed (mostly) stronger relationships when achievement goals and scholastic outcomes matched the specificity level than when the variables were mismatched. Regarding achievement goals, mastery goals were the best predictors. The results evidenced the relevance of matching the specificity level of achievement goals and scholastic outcomes.

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150 Psychologie

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ISO 690SPARFELDT, Jörn R., Nicole BRUNNEMANN, Linda WIRTHWEIN, Susanne R. BUCH, Johannes SCHULT, Detlef H. ROST, 2015. General versus specific achievement goals : A re-examination. In: Learning and Individual Differences. 2015, 43, pp. 170-177. ISSN 1041-6080. eISSN 1873-3425. Available under: doi: 10.1016/j.lindif.2015.08.022
BibTex
@article{Sparfeldt2015Gener-32128,
  year={2015},
  doi={10.1016/j.lindif.2015.08.022},
  title={General versus specific achievement goals : A re-examination},
  volume={43},
  issn={1041-6080},
  journal={Learning and Individual Differences},
  pages={170--177},
  author={Sparfeldt, Jörn R. and Brunnemann, Nicole and Wirthwein, Linda and Buch, Susanne R. and Schult, Johannes and Rost, Detlef H.}
}
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