Autonomous and controlled reasons underlying self-approach and self-avoidance goals and educational outcomes

Based on the new 3 × 2 achievement goal model, the first purpose of this prospective research was to examine the relation of self-approach and self-avoidance goals to four educational outcomes, namely intentions of dropping out, educational satisfaction, self-efficacy, and achievement. We also consi...

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Bibliographic Details
Published in:Social psychology of education 2017-03, Vol.20 (1), p.179-193
Main Authors: Gillet, Nicolas, Huyghebaert, Tiphaine, Barrault, Servane, Bucourt, Emilie, Gimenes, Guillaume, Maillot, Axel, Poulin, Aurélie, Sorel, Olivier
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Need
Analysis
College Students
Correlation
Dropouts
Education
Goal Orientation
Humanities and Social Sciences
Learning strategies
Longitudinal Studies
Outcomes of Education
Personality and Social Psychology
Psychological Patterns
Psychology
Questionnaires
Scores
Self Determination
Self Efficacy
Sociology of Education
Statistical Analysis
Student Attitudes
Student Motivation
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Summary:Based on the new 3 × 2 achievement goal model, the first purpose of this prospective research was to examine the relation of self-approach and self-avoidance goals to four educational outcomes, namely intentions of dropping out, educational satisfaction, self-efficacy, and achievement. We also considered the autonomous and controlled reasons underlying these self-based goals in order to investigate whether self-approach and self-avoidance goals, as well as their underlying reasons, related to outcomes. Data was collected from 330 students, at two time points. Our findings showed that self-approach and self-avoidance goals did not explain changes in outcomes, with the exception of the significant relationship between self-avoidance goals and educational satisfaction. The present results also revealed that the autonomous and controlled motivations underlying achievement goals were more strongly related to changes in all four educational outcomes than was the endorsement of goals themselves. Theoretical implications and research perspectives are discussed.
ISSN:1381-2890
1573-1928
DOI:10.1007/s11218-017-9368-z