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2014 | 56 | 2 | 137 – 153
Article title

PERCEPTIONS OF CONTEXTUAL ACHIEVEMENT GOALS: CONTRIBUTION TO HIGH SCHOOL STUDENTS’ ACHIEVEMENT GOAL ORIENTATION, STRATEGY USE AND ACADEMIC ACHIEVEMENT

Title variants
Languages of publication
EN
Abstracts
EN
The current study had two aims: 1) to explore the effects of contextual goals, defined as perceived parents' and teachers’ goals, and classroom goal structures, on high school students’ personal achievement goal orientations and 2) to examine the effects of personal and perceived contextual goals on reading and learning strategies, and self-handicapping behaviour, as well as their effect on academic achievement. High school students (n = 403) completed questionnaires assessing goal orientations and strategies. Their GPA at the end of the school year was also recorded. The results of the study showed that perceived contextual goals were significant predictors of students’ corresponding personal goal orientations, although the results were not clear cut. Perceived contextual performance goals also predicted students’ work-avoidance goal orientation and self-handicapping behaviour that was related to lower academic achievement. On the other hand, contextual mastery goals, especially parents’ mastery goals, had significant effects on employment of deep learning and reading strategies.
Year
Volume
56
Issue
2
Pages
137 – 153
Physical description
Contributors
  • Department of Psychology, Faculty of Humanities and Social Sciences, University of Rijeka, Sveučilišna avenija 4, 51000 Rijeka, Croatia, roncevic@ffri.hr
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.cejsh-1c414a2d-ced9-4520-a4d0-afbec7954716
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