Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes
Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, represe...
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| Veröffentlicht in: | Contemporary educational psychology 2008-10, Vol.33 (4), p.584-608 |
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| container_title | Contemporary educational psychology |
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| creator | Daniels, Lia M. Haynes, Tara L. Stupnisky, Robert H. Perry, Raymond P. Newall, Nancy E. Pekrun, Reinhard |
| description | Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels. |
| doi_str_mv | 10.1016/j.cedpsych.2007.08.002 |
| format | Article |
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Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels.</description><identifier>ISSN: 0361-476X</identifier><identifier>EISSN: 1090-2384</identifier><identifier>DOI: 10.1016/j.cedpsych.2007.08.002</identifier><language>eng</language><publisher>Amsterdam: Elsevier Inc</publisher><subject>Academic Achievement ; Achievement goals ; Achievement Need ; Biological and medical sciences ; Cluster analysis ; Cognition & reasoning ; Cognitive appraisals ; College students ; Comparative Analysis ; Discrete emotions ; Educational psychology ; Emotions ; Fundamental and applied biological sciences. Psychology ; Goal Orientation ; Goal setting ; Grade Point Average ; Individual Differences ; Longitudinal Studies ; Mastery Learning ; Mental Health ; Multivariate Analysis ; Psychological Patterns ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Student Motivation ; Undergraduate Students</subject><ispartof>Contemporary educational psychology, 2008-10, Vol.33 (4), p.584-608</ispartof><rights>2007 Elsevier Inc.</rights><rights>2009 INIST-CNRS</rights><rights>Copyright © 2008 Elsevier B.V. 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Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels.</description><subject>Academic Achievement</subject><subject>Achievement goals</subject><subject>Achievement Need</subject><subject>Biological and medical sciences</subject><subject>Cluster analysis</subject><subject>Cognition & reasoning</subject><subject>Cognitive appraisals</subject><subject>College students</subject><subject>Comparative Analysis</subject><subject>Discrete emotions</subject><subject>Educational psychology</subject><subject>Emotions</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Goal Orientation</subject><subject>Goal setting</subject><subject>Grade Point Average</subject><subject>Individual Differences</subject><subject>Longitudinal Studies</subject><subject>Mastery Learning</subject><subject>Mental Health</subject><subject>Multivariate Analysis</subject><subject>Psychological Patterns</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. 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Psychology</topic><topic>Goal Orientation</topic><topic>Goal setting</topic><topic>Grade Point Average</topic><topic>Individual Differences</topic><topic>Longitudinal Studies</topic><topic>Mastery Learning</topic><topic>Mental Health</topic><topic>Multivariate Analysis</topic><topic>Psychological Patterns</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Student Motivation</topic><topic>Undergraduate Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Daniels, Lia M.</creatorcontrib><creatorcontrib>Haynes, Tara L.</creatorcontrib><creatorcontrib>Stupnisky, Robert H.</creatorcontrib><creatorcontrib>Perry, Raymond P.</creatorcontrib><creatorcontrib>Newall, Nancy E.</creatorcontrib><creatorcontrib>Pekrun, Reinhard</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>Contemporary educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Daniels, Lia M.</au><au>Haynes, Tara L.</au><au>Stupnisky, Robert H.</au><au>Perry, Raymond P.</au><au>Newall, Nancy E.</au><au>Pekrun, Reinhard</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ813143</ericid><atitle>Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes</atitle><jtitle>Contemporary educational psychology</jtitle><date>2008-10-01</date><risdate>2008</risdate><volume>33</volume><issue>4</issue><spage>584</spage><epage>608</epage><pages>584-608</pages><issn>0361-476X</issn><eissn>1090-2384</eissn><abstract>Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. 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| subjects | Academic Achievement Achievement goals Achievement Need Biological and medical sciences Cluster analysis Cognition & reasoning Cognitive appraisals College students Comparative Analysis Discrete emotions Educational psychology Emotions Fundamental and applied biological sciences. Psychology Goal Orientation Goal setting Grade Point Average Individual Differences Longitudinal Studies Mastery Learning Mental Health Multivariate Analysis Psychological Patterns Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Student Motivation Undergraduate Students |
| title | Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes |
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