Relationships among properties of college students' self-set academic goals and academic achievement

被引：19

作者：

Acee, Taylor W. ^{[1
]}

Cho, YoonJung ^{[2
]}

Kim, Jung-In ^{[3
]}

Weinstein, Claire Ellen ^{[4
]}

机构：

[1] SW Texas State Univ, San Marcos, TX 78666 USA

[2] Oklahoma State Univ, Stillwater, OK 74078 USA

[3] Univ Colorado, Denver, CO 80202 USA

[4] Univ Texas Austin, Austin, TX 78712 USA

来源：

EDUCATIONAL PSYCHOLOGY | 2012年 / 32卷 / 06期

关键词：

goal-setting theory; self-determination theory; self-set goals; goal properties; college student achievement; PERSONAL GOALS; IMPLEMENTATION INTENTIONS; INTRINSIC MOTIVATION; BEHAVIOR; CONCORDANCE; AUTONOMY; METAANALYSIS; ATTRITION; EFFICACY; REASONS;

D O I：

10.1080/01443410.2012.712795

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The major purpose of this study was to investigate the relationships among properties of college students' self-set academic goals and academic achievement, using multiple theoretical perspectives. Using a personal goal-based research methodology, college students enrolled in a learning-to-learn course (N = 130) were asked to list 20 of their goals (academic and/or non-academic). For each of their goals, goal specificity, value, expectation of success and autonomous and controlled motivation were measured and then ratings on each goal property were averaged across students' academic goals (24.75% of all goals) to predict students' grade point average (GPA) for the semester. Regression results suggested a positive effect on students' semester GPA for goal specificity and a negative effect for controlled motivation; the model explained 19% of the variation in GPA. This research may help to inform motivation researchers and educational practitioners who assist college students with goal setting.

引用

页码：681 / 698

页数：18

共 59 条

[1] ATTITUDE-BEHAVIOR RELATIONS - THEORETICAL-ANALYSIS AND REVIEW OF EMPIRICAL-RESEARCH [J].