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Enriching the hierarchical model of achievement motivation: examining autonomous and controlling reasons underlying achievement goals

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Abstract
BackgroundThe hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes. AimsWe tested whether mastery approach, performance approach, and performance avoidance goals and their underlying autonomous and controlling reasons would jointly explain the relation between achievement motives (i.e., fear of failure and need for achievement) and learning strategies (Study 1). Additionally, we examined whether the autonomous and controlling reasons underlying learners' dominant achievement goal would account for the link between achievement motives and the educational outcomes of learning strategies and cheating (Study 2). SampleSix hundred and six Greek adolescent students (M-age=15.05, SD=1.43) and 435 university students (MageM=20.51, SD=2.80) participated in studies 1 and 2, respectively. MethodIn both studies, a correlational design was used and the hypotheses were tested via path modelling. ResultsAutonomous and controlling reasons underlying the pursuit of achievement goals mediated, respectively, the relation of need for achievement and fear of failure to aspects of learning outcomes. ConclusionAutonomous and controlling reasons underlying achievement goals could further explain learners' functioning in achievement settings.
Keywords
AVOIDANCE MOTIVATION, PERFORMANCE GOALS, LEARNING-STRATEGIES, BEHAVIOR, MOTIVES, achievement goals, self-determination theory, autonomous motivation, controlled motivation, need for achievement, fear of failure, hierarchical model of achievement motivation

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MLA
Michou, Aikaterini, Maarten Vansteenkiste, Athanasios Mouratidis, et al. “Enriching the Hierarchical Model of Achievement Motivation: Examining Autonomous and Controlling Reasons Underlying Achievement Goals.” BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 84.4 (2014): 650–666. Print.
APA
Michou, A., Vansteenkiste, M., Mouratidis, A., & Lens, W. (2014). Enriching the hierarchical model of achievement motivation: examining autonomous and controlling reasons underlying achievement goals. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 84(4), 650–666.
Chicago author-date
Michou, Aikaterini, Maarten Vansteenkiste, Athanasios Mouratidis, and Willy Lens. 2014. “Enriching the Hierarchical Model of Achievement Motivation: Examining Autonomous and Controlling Reasons Underlying Achievement Goals.” British Journal of Educational Psychology 84 (4): 650–666.
Chicago author-date (all authors)
Michou, Aikaterini, Maarten Vansteenkiste, Athanasios Mouratidis, and Willy Lens. 2014. “Enriching the Hierarchical Model of Achievement Motivation: Examining Autonomous and Controlling Reasons Underlying Achievement Goals.” British Journal of Educational Psychology 84 (4): 650–666.
Vancouver
1.
Michou A, Vansteenkiste M, Mouratidis A, Lens W. Enriching the hierarchical model of achievement motivation: examining autonomous and controlling reasons underlying achievement goals. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2014;84(4):650–66.
IEEE
[1]
A. Michou, M. Vansteenkiste, A. Mouratidis, and W. Lens, “Enriching the hierarchical model of achievement motivation: examining autonomous and controlling reasons underlying achievement goals,” BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 84, no. 4, pp. 650–666, 2014.
@article{5841804,
  abstract     = {BackgroundThe hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes.
 
AimsWe tested whether mastery approach, performance approach, and performance avoidance goals and their underlying autonomous and controlling reasons would jointly explain the relation between achievement motives (i.e., fear of failure and need for achievement) and learning strategies (Study 1). Additionally, we examined whether the autonomous and controlling reasons underlying learners' dominant achievement goal would account for the link between achievement motives and the educational outcomes of learning strategies and cheating (Study 2).
 
SampleSix hundred and six Greek adolescent students (M-age=15.05, SD=1.43) and 435 university students (MageM=20.51, SD=2.80) participated in studies 1 and 2, respectively.
 
MethodIn both studies, a correlational design was used and the hypotheses were tested via path modelling.
 
ResultsAutonomous and controlling reasons underlying the pursuit of achievement goals mediated, respectively, the relation of need for achievement and fear of failure to aspects of learning outcomes.
 
ConclusionAutonomous and controlling reasons underlying achievement goals could further explain learners' functioning in achievement settings.},
  author       = {Michou, Aikaterini and Vansteenkiste, Maarten and Mouratidis, Athanasios and Lens, Willy},
  issn         = {0007-0998},
  journal      = {BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY},
  keywords     = {AVOIDANCE MOTIVATION,PERFORMANCE GOALS,LEARNING-STRATEGIES,BEHAVIOR,MOTIVES,achievement goals,self-determination theory,autonomous motivation,controlled motivation,need for achievement,fear of failure,hierarchical model of achievement motivation},
  language     = {eng},
  number       = {4},
  pages        = {650--666},
  title        = {Enriching the hierarchical model of achievement motivation: examining autonomous and controlling reasons underlying achievement goals},
  url          = {http://dx.doi.org/10.1111/bjep.12055},
  volume       = {84},
  year         = {2014},
}

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