Le rôle de l’auto-efficacité, la structure perçue des objectifs en classe et les stratégies d’auto-handicapant sur l’orientation des étudiants
Year: 2019
Type: other
Abstract: The present research aimed to examine the goal orientation adopted by students in a college classroom that subsequently predicted motivation and achievement. Furthermore, the study analyzed the correlation of several important antecedents (e.g. academic self-efficacy, the perception of classroom goal structure, use of academic self-handicapping strategies), in foretelling the changes in students’ goal orientation within an educational setting. The results indicated that all three groups aimed at adopting a mastery goal orientation in their learning, with a slight decrease between 1st to 2nd year students. Also, the results revealed distinct profiles for each of the achievement goals; the variability of mastery goal orientation is positively predicted by a student’s level of self-efficacy, whereas, both performance goal orientations predict the use of self-handicapping strategies. With respect to motivation and competence, the findings denote that high achievement motivation and high competence expectations are associated with mastery goals; motivation due to fear of failure is related to performance-approach goals, and performance- avoidance demands lower levels of cognitive engagement and undermines intrinsic motivation. The findings contribute to the achievement goal literature by attesting to the need to attend mastery and performance as well as approach and avoidance and the impact specific variables have on the goal orientation adopted by students, resulting in different levels of motivation, commitment, and learning by the student, throughout a program.
Author: Gervasi, Emily
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Université de Sherbrooke
OpenAlex ID: W7199170601