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Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/29539
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| Title: | Taiwanese sixth graders` achievement goals and their motivation strategy use and grades: An examination of the multiple goal perspective |
| Authors: | 施淑慎 |
| Date: | 2005-09 |
| Issue Date: | 2009-08-10 10:56:55 (UTC+8) |
| Abstract: | Using the trichotomous framework of achievement goals, in the present study I investigated the effects of different combinations of achievement goals on Taiwanese sixth graders` motivation, strategy use, and performance. 242 students completed a self-report survey assessing their achievement goal orientations and a range of outcomes including intrinsic motivation, self-handicapping, and the use of cognitive and metacognitive strategies. I collected students` grades from school records at the end of the semester. Results suggested that mastery goals were positively associated with Taiwanese students` motivation, cognitive engagement, and grades, regardless of their level of performance-approach orientation. Also, results validated the theoretical distinction within performance goals proposed by recently revised goal theory, that is, that performance-approach and performance-avoidance goals may lead to different consequences for motivation, cognition, and achievement. Specifically, performance-approach goals were adaptive in terms of children`s use of cognitive strategies and their grades, whereas performance-avoidance goals were related to students` maladaptive motivation, namely, self-handicapping. Implications for education and future research are discussed. |
| Relation: | Elementary School Journal, 106(1), 39 |
| Data Type: | article |
| DOI 連結: | http://dx.doi.org/10.1086/496906 |
| DOI: | 10.1086/496906 |
| Appears in Collections: | [師資培育中心] 期刊論文
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