心理学
学生参与度
目标理论
学业成绩
目标导向
成就的需要
自决论
掌握学习
社会心理学
发展心理学
数学教育
政治学
自治
法学
作者
Andrew J. Martin,Andrew J. Elliot
标识
DOI:10.1080/01443410.2015.1093606
摘要
This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and engagement across the course of a full academic year. Findings showed that personal best goals predicted higher motivation and engagement a year later. Along with personal best goals, mastery goals also predicted higher motivation and engagement, while the role of performance goals was either neutral or negative. These findings provide support for the contention that personal best goals are associated with higher motivation and engagement across time.
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