The relation between mastery goals and intrinsic motivation among university students: a longitudinal study

The present work broadens previous research on students' mastery goals and intrinsic motivation by exploring their reciprocal effects using a longitudinal approach. To this end, a study using four measurement points was conducted during 10 weeks of one semester. The sample comprised 1156 studen...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2017-07, Vol.37 (6), p.666-679
Main Authors: Bieg, Sonja, Reindl, Marion, Dresel, Markus
Format: Article
Language:English
Subjects:
Academic Achievement
College Students
Correlation
cross-lagged analysis
Educational psychology
Foreign Countries
Goal Orientation
intrinsic motivation
Longitudinal Studies
longitudinal study
Mastery goal
Mastery Learning
Motivation
Prediction
Psychology
Questionnaires
Self Determination
Self Management
Statistical Analysis
Structural Equation Models
Student Attitudes
University students
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Summary:The present work broadens previous research on students' mastery goals and intrinsic motivation by exploring their reciprocal effects using a longitudinal approach. To this end, a study using four measurement points was conducted during 10 weeks of one semester. The sample comprised 1156 students enrolled in psychology courses at a medium-sized university in Germany who completed questionnaires. The findings showed that both constructs were intra-individually stable over the course of one semester although the rank-order stability of mastery goals was higher than the rank-order stability of intrinsic motivation. Cross-lagged structural equation models revealed that students' mastery goals predicted their intrinsic motivation throughout the semester. However, intrinsic motivation did not predict mastery goals. Results are discussed in terms of a potential integration of achievement goal theory and self-determination theory and their practical implications.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2016.1202403