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

• Authors: Barbara Rončević Zubković , Svjetlana Kolić-Vehovec
• 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.

Keywords

EN

ACHIEVEMENT GOAL; LEARNING STRATEGIES; SELF-HANDICAPPING; PARENTS; TEACHERS; HIGH SCHOOL; STUDENTS

• Publisher: Institute of Experimental Psychology, Slovak Academy of Sciences
• Journal: Studia Psychologica
• Year: 2014
• Volume: 56
• Issue: 2
• Pages: 137 – 153

Contributors

author

Barbara Rončević Zubković

• Department of Psychology, Faculty of Humanities and Social Sciences, University of Rijeka, Sveučilišna avenija 4, 51000 Rijeka, Croatia

author

Svjetlana Kolić-Vehovec