The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes

Murayama, K. and Elliot, A. J. (2009) The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101 (2). pp. 432-447. ISSN 0022-0663 doi: 10.1037/a0014221

Abstract/Summary

The authors provide an analytic framework for studying the joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. This framework encompasses 3 models (the direct effect model, indirect effect model, and interaction effect model), each of which addresses a different aspect of the joint influence of the 2 goal levels. These 3 models were examined together with a sample of 1,578 Japanese junior high and high school students from 47 classrooms. Results provided support for each of the 3 models: Classroom goal structures were not only direct, but also indirect predictors of intrinsic motivation and academic self-concept, and some cross-level interactions between personal achievement goals and classroom goal structures were observed (indicating both goal match and goal mismatch effects). A call is made for more research that takes into consideration achievement goals at both personal and structural levels of representation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract)

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/34835
Identification Number/DOI	10.1037/a0014221
Refereed	Yes
Divisions	No Reading authors. Back catalogue items Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology Life Sciences > School of Psychology and Clinical Language Sciences > Development Life Sciences > School of Psychology and Clinical Language Sciences > Social
Uncontrolled Keywords	achievement goals goal structures intrinsic motivation academic self-concept classroom goal structures personal achievement goals Human Male Female Adolescence (13-17 yrs) Academic Self Description Questionnaire I and II Patterns of Adaptive Learning Survey Empirical Study Quantitative Study Classroom Environment Academic Self Concept Mathematics Achievement Goal Orientation Academic Achievement Motivation High School Students Junior High School Students article Japan 3550:Academic Learning & Achievement
Publisher	American Psychological Association
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