Achievement goals, emotions, learning, and performance : A process model

Zitieren

Dateien zu dieser Ressource

Prüfsumme: MD5:19945a475c94a860c7125616e3646dfa

RANELLUCCI, John, Nathan C. HALL, Thomas GÖTZ, 2015. Achievement goals, emotions, learning, and performance : A process model. In: Motivation Science. 1(2), pp. 98-120. ISSN 2333-8113. eISSN 2333-8121

@article{Ranellucci2015Achie-32426, title={Achievement goals, emotions, learning, and performance : A process model}, year={2015}, doi={10.1037/mot0000014}, number={2}, volume={1}, issn={2333-8113}, journal={Motivation Science}, pages={98--120}, author={Ranellucci, John and Hall, Nathan C. and Götz, Thomas} }

<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/rdf/resource/123456789/32426"> <dc:creator>Götz, Thomas</dc:creator> <dc:creator>Ranellucci, John</dc:creator> <dc:contributor>Ranellucci, John</dc:contributor> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2015-12-15T14:59:59Z</dcterms:available> <dcterms:abstract xml:lang="eng">The present study evaluates the relations between achievement goals, emotions, learning strategies, and performance as informed by Pekrun’s control-value theory of emotions. Undergraduates from various disciplines (N = 203) completed domain-general, self-report measures in the fall and winter semesters with sessional GPAs evaluated over a 2-year period. Results from cross-lagged and latent growth structural equation models illustrate the benefits of mastery-approach goals for students’ emotions, with performance-approach goals predicting less critical thinking, and performance-avoidance goals predicting more anxiety, boredom, critical thinking, and lower achievement gains. Whereas enjoyment was beneficial for most learning strategies, boredom predicted poorer time management, and anxiety predicted lower self-monitoring and overall GPA. Learning strategies impacted subsequent achievement only in the second semester, with elaboration predicting achievement gains and critical thinking predicting lower overall GPA. Study results provide empirical support for Pekrun’s control-value theory and achievement goal theory in showing both direct and indirect effects of students’ goals on academic achievement through their emotions and learning strategies.</dcterms:abstract> <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/32426"/> <dcterms:rights rdf:resource="http://nbn-resolving.de/urn:nbn:de:bsz:352-20150914100631302-4485392-8"/> <dcterms:title>Achievement goals, emotions, learning, and performance : A process model</dcterms:title> <dc:contributor>Götz, Thomas</dc:contributor> <dcterms:issued>2015</dcterms:issued> <dc:creator>Hall, Nathan C.</dc:creator> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2015-12-15T14:59:59Z</dc:date> <dc:language>eng</dc:language> <dc:contributor>Hall, Nathan C.</dc:contributor> </rdf:Description> </rdf:RDF>

Dateiabrufe seit 15.12.2015 (Informationen über die Zugriffsstatistik)

Ranellucci_0-311874.pdf 697

Das Dokument erscheint in:

KOPS Suche


Stöbern

Mein Benutzerkonto