These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


Pubmed for Handhelds

PUBMED FOR HANDHELDS

Search MEDLINE/PubMed

  • Title: Antecedents and trajectories of achievement goals: a self-determination theory perspective.
    Author: Ciani KD, Sheldon KM, Hilpert JC, Easter MA.
    Journal: Br J Educ Psychol; 2011 Jun; 81(Pt 2):223-43. PubMed ID: 21542816.
    Abstract:
    BACKGROUND: Research has shown that both achievement goal theory and self-determination theory (SDT) are quite useful in explaining student motivation and success in academic contexts. However, little is known about how the two theories relate to each other. AIM: The current research used SDT as a framework to understand why students enter classes with particular achievement goal profiles, and also, how those profiles may change over time. SAMPLE: One hundred and eighty-four undergraduate preservice teachers in a required domain course agreed to participate in the study. METHOD: Data were collected at three time points during the semester, and both path modelling and multi-level longitudinal modelling techniques were used. RESULTS: Path modelling techniques with 169 students, results indicated that students' autonomy and relatedness need satisfaction in life predict their initial self-determined class motivation, which in turn predicts initial mastery-approach and -avoidance goals. Multi-level longitudinal modelling with 108 students found that perceived teacher autonomy support buffered against the general decline in students' mastery-approach goals over the course of the semester. CONCLUSIONS: Data provide a promising integration of SDT and achievement goal theory, posing a host of potentially fruitful future research questions regarding goal adoption and trajectories.
    [Abstract] [Full Text] [Related] [New Search]