کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
352722 618615 2011 12 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-based standards of competence
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
پیش نمایش صفحه اول مقاله
Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-based standards of competence
چکیده انگلیسی

The definition, measurement, prevalence, and relations of mastery-avoidance goals with engagement outcomes are still under debate. Study 1 (n = 256) aimed to investigate these issues among junior high and high school students in two domains. Findings indicated that students distinguished between the three commonly assessed achievement goals and mastery-avoidance goals. Moreover, students distinguished between the two standards conceived to underlie mastery-avoidance goals—task-mastery and intrapersonal competence. However, the task-mastery items failed to show reliability. Study 2 (n = 118) aimed to replicate the results of Study 1 as well as to investigate the associations of mastery-avoidance goals with self-regulation strategies and affect in school. Intrapersonal mastery-avoidance goals were positively related to adaptive strategies and negatively with maladaptive strategies. Moreover, when combined with mastery-approach goals, intrapersonal mastery-avoidance goals enhanced students’ reports of adaptive affect in school. The implications of these findings to theory, method, and future directions are discussed.


► Students distinguish between intrapersonal and task-mastery mastery-avoidance goals.
► Intrapersonal mastery-avoidance goals were associated positive academic outcomes.
► Mastery-avoidance and mastery-approach goals interact in relating to affect.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Contemporary Educational Psychology - Volume 36, Issue 4, October 2011, Pages 268–279
نویسندگان
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