The role of personal best goal setting and teaching styles in homework behavior: An academic demands-resources perspective

Personal best (PB) goal setting refers to the pursuit of individual improvement through striving to outperform a previous best level of performance or effort. Although promising evidence has been building, numerous empirical questions remain to be answered, including how PB goal setting may operate...

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Bibliographic Details
Published in:Social psychology of education 2024-08, Vol.27 (4), p.2129-2142
Main Authors: Granziera, Helena, Collie, Rebecca J., Martin, Andrew J.
Format: Article
Language:English
Subjects:
Education
Goal Orientation
Goal setting
Homework
Personality and Social Psychology
Secondary School Students
Secondary Schools
Short Project Reports
Sociology of Education
Structural Equation Models
Students
Teaching
Teaching Methods
Teaching Styles
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Summary:Personal best (PB) goal setting refers to the pursuit of individual improvement through striving to outperform a previous best level of performance or effort. Although promising evidence has been building, numerous empirical questions remain to be answered, including how PB goal setting may operate alongside various contextual predictors of academic functioning. Applying the Academic Demands-Resources (AD-R) framework, the present study examined how academic resources and demands (conceptualized by way of teachers’ interpersonal styles: autonomy-supportive and psychologically-controlling/thwarting teaching) and personal resources (PB goal setting) are associated with parent reports of students’ behavioral engagement (homework behavior). The study comprised 414 Australian secondary school students. Results of structural equation modeling revealed that PB goal setting significantly predicted positive homework behavior and also moderated the association between psychologically-controlling teaching practices and homework behavior, such that PB goal setting was associated with positive homework behavior under conditions of high demands. The present work highlights the potentially unique contribution of PB goal setting in facilitating students’ adaptive engagement and demonstrates the utility of the AD-R framework for better understanding students’ engagement in the academic context.
ISSN:1381-2890
1573-1928
DOI:10.1007/s11218-024-09896-1