The Predictiveness of Achievement Goals: A 2 × 2 Framework Analysis From a Social Cognitive Perspective
Author(s) / Creator(s)
Phan, Huy P.
Abstract / Description
Using the Revised Achievement Goal Questionnaire (AGQ-R) (Elliot & Murayama, 2008), we explored first-year university students’ achievement goal orientations on the premise of the 2 × 2 model. Similar to recent studies (Elliot & Murayama, 2008; Elliot & Thrash, 2010), we conceptualized a model that included both antecedent (i.e., enactive learning experience) and consequence (i.e., intrinsic motivation and academic achievement) of achievement goals. Two hundred seventy-seven university students (151 women, 126 men) participated in the study. Structural equation modeling procedures yielded evidence that showed the predictive effects of enactive learning experience and mastery goals on intrinsic motivation. Academic achievement was influenced intrinsic motivation, performance-approach goals, and enactive learning experience. Enactive learning experience also served as an antecedent of the four achievement goal types. On the whole, evidence obtained supports the AGQ-R and contributes, theoretically, to 2 × 2 model.
Keyword(s)
achievement goals 2 × 2 model intrinsic motivation enactive learning experience social cognitive theoryPersistent Identifier
Date of first publication
2013-11-29
Journal title
Europe's Journal of Psychology
Volume
9
Issue
4
Page numbers
697–716
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Phan, H. P. (2013). The Predictiveness of Achievement Goals: A 2 × 2 Framework Analysis From a Social Cognitive Perspective. Europe's Journal of Psychology, 9(4), 697–716. https://doi.org/10.5964/ejop.v9i4.640
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ejop.v9i4.640.pdfAdobe PDF - 1.22MBMD5: 8dd384736bb4e2b95902d3e329088e8a
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There are no other versions of this object.
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Author(s) / Creator(s)Phan, Huy P.
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PsychArchives acquisition timestamp2018-11-21T10:01:22Z
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Made available on2018-11-21T10:01:22Z
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Date of first publication2013-11-29
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Abstract / DescriptionUsing the Revised Achievement Goal Questionnaire (AGQ-R) (Elliot & Murayama, 2008), we explored first-year university students’ achievement goal orientations on the premise of the 2 × 2 model. Similar to recent studies (Elliot & Murayama, 2008; Elliot & Thrash, 2010), we conceptualized a model that included both antecedent (i.e., enactive learning experience) and consequence (i.e., intrinsic motivation and academic achievement) of achievement goals. Two hundred seventy-seven university students (151 women, 126 men) participated in the study. Structural equation modeling procedures yielded evidence that showed the predictive effects of enactive learning experience and mastery goals on intrinsic motivation. Academic achievement was influenced intrinsic motivation, performance-approach goals, and enactive learning experience. Enactive learning experience also served as an antecedent of the four achievement goal types. On the whole, evidence obtained supports the AGQ-R and contributes, theoretically, to 2 × 2 model.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationPhan, H. P. (2013). The Predictiveness of Achievement Goals: A 2 × 2 Framework Analysis From a Social Cognitive Perspective. Europe's Journal of Psychology, 9(4), 697–716. https://doi.org/10.5964/ejop.v9i4.640
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ISSN1841-0413
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1221
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1413
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/ejop.v9i4.640
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Keyword(s)achievement goalsen_US
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Keyword(s)2 × 2 modelen_US
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Keyword(s)intrinsic motivationen_US
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Keyword(s)enactive learning experienceen_US
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Keyword(s)social cognitive theoryen_US
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Dewey Decimal Classification number(s)150
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TitleThe Predictiveness of Achievement Goals: A 2 × 2 Framework Analysis From a Social Cognitive Perspectiveen_US
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DRO typearticle
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Issue4
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Journal titleEurope's Journal of Psychology
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Page numbers697–716
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Volume9
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Visible tag(s)Version of Record