Article Version of Record

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 theory

Persistent 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
  • Author(s) / Creator(s)
    Phan, Huy P.
  • PsychArchives acquisition timestamp
    2018-11-21T10:01:22Z
  • Made available on
    2018-11-21T10:01:22Z
  • Date of first publication
    2013-11-29
  • 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.
    en_US
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • 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
  • ISSN
    1841-0413
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/1221
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.1413
  • Language of content
    eng
  • Publisher
    PsychOpen GOLD
  • Is version of
    https://doi.org/10.5964/ejop.v9i4.640
  • Keyword(s)
    achievement goals
    en_US
  • Keyword(s)
    2 × 2 model
    en_US
  • Keyword(s)
    intrinsic motivation
    en_US
  • Keyword(s)
    enactive learning experience
    en_US
  • Keyword(s)
    social cognitive theory
    en_US
  • Dewey Decimal Classification number(s)
    150
  • Title
    The Predictiveness of Achievement Goals: A 2 × 2 Framework Analysis From a Social Cognitive Perspective
    en_US
  • DRO type
    article
  • Issue
    4
  • Journal title
    Europe's Journal of Psychology
  • Page numbers
    697–716
  • Volume
    9
  • Visible tag(s)
    Version of Record