A Model of Statistics Performance Based on Achievement Goal Theory
Structural equation modeling techniques were used to test a model of statistics performance based on achievement goal theory. Data were collected after the midterm and final examinations in an introductory statistics course, and models were fit at each time point. Learning goals were positively rela...
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| Veröffentlicht in: | Journal of educational psychology 2003-09, Vol.95 (3), p.604-616 |
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| container_end_page | 616 |
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| container_title | Journal of educational psychology |
| container_volume | 95 |
| creator | Bandalos, Deborah L Finney, Sara J Geske, Jenenne A |
| description | Structural equation modeling techniques were used to test a model of statistics performance based on achievement goal theory. Data were collected after the midterm and final examinations in an introductory statistics course, and models were fit at each time point. Learning goals were positively related to the use of deep-processing strategies and to self-efficacy and were negatively related to test anxiety. Performance goals were positively related to disorganization in study strategies and to test anxiety. Both learning and performance goals affected achievement indirectly through study strategies, self-efficacy, and test anxiety. Use of deep-processing strategies was positively related to effort but displayed an unexpected negative relationship to achievement. Disorganization was a positive predictor of test anxiety. Implications of these findings for teaching and learning statistics are discussed. |
| doi_str_mv | 10.1037/0022-0663.95.3.604 |
| format | Article |
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Data were collected after the midterm and final examinations in an introductory statistics course, and models were fit at each time point. Learning goals were positively related to the use of deep-processing strategies and to self-efficacy and were negatively related to test anxiety. Performance goals were positively related to disorganization in study strategies and to test anxiety. Both learning and performance goals affected achievement indirectly through study strategies, self-efficacy, and test anxiety. Use of deep-processing strategies was positively related to effort but displayed an unexpected negative relationship to achievement. Disorganization was a positive predictor of test anxiety. Implications of these findings for teaching and learning statistics are discussed.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.95.3.604</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Academic Achievement ; Achievement Need ; Biological and medical sciences ; Educational Objectives ; Educational psychology ; Energy Expenditure ; Fundamental and applied biological sciences. Psychology ; Goal setting ; Goals ; Human ; Learning Strategies ; Learning Theories ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. 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Data were collected after the midterm and final examinations in an introductory statistics course, and models were fit at each time point. Learning goals were positively related to the use of deep-processing strategies and to self-efficacy and were negatively related to test anxiety. Performance goals were positively related to disorganization in study strategies and to test anxiety. Both learning and performance goals affected achievement indirectly through study strategies, self-efficacy, and test anxiety. Use of deep-processing strategies was positively related to effort but displayed an unexpected negative relationship to achievement. Disorganization was a positive predictor of test anxiety. Implications of these findings for teaching and learning statistics are discussed.</description><subject>Academic Achievement</subject><subject>Achievement Need</subject><subject>Biological and medical sciences</subject><subject>Educational Objectives</subject><subject>Educational psychology</subject><subject>Energy Expenditure</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Goal setting</subject><subject>Goals</subject><subject>Human</subject><subject>Learning Strategies</subject><subject>Learning Theories</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Self Efficacy</subject><subject>Statistical analysis</subject><subject>Statistics</subject><subject>Test Anxiety</subject><subject>Theories</subject><subject>Theory</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2003</creationdate><recordtype>article</recordtype><recordid>eNp9kF1LwzAUhoMoOKd_QLwIopet-WrTXG5jTmWi4LwOMT1lHV1Tk07Yv7elY955FcL7nHNeHoSuKYkp4fKBEMYikqY8VknM45SIEzSiiquIUZmeotEROEcXIWwIIbz7jNB0gl9dDhV2Bf5oTVuGtrQBv4MvnN-a2gKemgA5djWe2HUJP7CFusULZyq8WoPz-0t0VpgqwNXhHaPPx_lq9hQt3xbPs8kyMkIkbWQVSKGkoowKgIwCF6bIpJCS2YTngliRdb3hyxoGOUtUTqVlQhom8oJI4GN0O-xtvPveQWj1xu183Z3UKRU8E4Sp_yBGiZJUyqyD2ABZ70LwUOjGl1vj95oS3fvUvS7d69Iq0Vx3vbqh-8NmE6ypCt_JKcPfZEKZoKpvcDNw4Et7jOcvqRRc9PHdEJvG6CbsrfGd8QqChnz3d-0X7OWH9Q</recordid><startdate>20030901</startdate><enddate>20030901</enddate><creator>Bandalos, Deborah L</creator><creator>Finney, Sara J</creator><creator>Geske, Jenenne A</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>20030901</creationdate><title>A Model of Statistics Performance Based on Achievement Goal Theory</title><author>Bandalos, Deborah L ; Finney, Sara J ; Geske, Jenenne A</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a445t-c9e749791214ee81e34af874772c53d40c48604ebca2ed259d17c247a24df07e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2003</creationdate><topic>Academic Achievement</topic><topic>Achievement Need</topic><topic>Biological and medical sciences</topic><topic>Educational Objectives</topic><topic>Educational psychology</topic><topic>Energy Expenditure</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Goal setting</topic><topic>Goals</topic><topic>Human</topic><topic>Learning Strategies</topic><topic>Learning Theories</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Self Efficacy</topic><topic>Statistical analysis</topic><topic>Statistics</topic><topic>Test Anxiety</topic><topic>Theories</topic><topic>Theory</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bandalos, Deborah L</creatorcontrib><creatorcontrib>Finney, Sara J</creatorcontrib><creatorcontrib>Geske, Jenenne A</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>PsycARTICLES (ProQuest)</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bandalos, Deborah L</au><au>Finney, Sara J</au><au>Geske, Jenenne A</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ674349</ericid><atitle>A Model of Statistics Performance Based on Achievement Goal Theory</atitle><jtitle>Journal of educational psychology</jtitle><date>2003-09-01</date><risdate>2003</risdate><volume>95</volume><issue>3</issue><spage>604</spage><epage>616</epage><pages>604-616</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>Structural equation modeling techniques were used to test a model of statistics performance based on achievement goal theory. Data were collected after the midterm and final examinations in an introductory statistics course, and models were fit at each time point. Learning goals were positively related to the use of deep-processing strategies and to self-efficacy and were negatively related to test anxiety. Performance goals were positively related to disorganization in study strategies and to test anxiety. Both learning and performance goals affected achievement indirectly through study strategies, self-efficacy, and test anxiety. Use of deep-processing strategies was positively related to effort but displayed an unexpected negative relationship to achievement. Disorganization was a positive predictor of test anxiety. Implications of these findings for teaching and learning statistics are discussed.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.95.3.604</doi><tpages>13</tpages></addata></record> |
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| ispartof | Journal of educational psychology, 2003-09, Vol.95 (3), p.604-616 |
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| source | EBSCOhost APA PsycARTICLES |
| subjects | Academic Achievement Achievement Need Biological and medical sciences Educational Objectives Educational psychology Energy Expenditure Fundamental and applied biological sciences. Psychology Goal setting Goals Human Learning Strategies Learning Theories Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Self Efficacy Statistical analysis Statistics Test Anxiety Theories Theory |
| title | A Model of Statistics Performance Based on Achievement Goal Theory |
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