The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Age-related differences in achievement goal differentiation.
Abstract
Validity of the 2 X 2 achievement goal framework for school-aged children and adolescents was examined, using self-report responses from 1,196 Korean elementary and middle school students. Confirmatory factor analysis models hypothesizing 4 distinct achievement goal factors demonstrated the best fit in all age groups. Nevertheless, achievement goals of these young students were strongly correlated with each other, regardless of the goal definition or valence. The correlation became increasingly weaker with the increasing age of the respondents. Students in Grades 1-4 endorsed a mastery-approach goal most strongly, but those in Grades 5-9 endorsed a performance-approach goal. Performance-avoidance and mastery-avoidance goals received significantly lower average ratings than did the 2 approach goals in all age groups. Whereas both mastery-approach and performance-approach goals correlated positively with self-efficacy, strategy use, and performance in math, only the performance-approach goal correlated positively with anxiety. Anxiety also correlated positively with the 2 avoidance goals. A performance-avoidance goal further demonstrated positive correlation with help-seeking avoidance, whereas a mastery-avoidance goal did so with strategy use.
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Cites
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Cited by
Development of Achievement Motivation and Engagement
Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015) · Handbook of Child Psychology and Developmental Science · doi:10.1002/9781118963418.childpsy316 · Cited by 646
Achievement Goals and Achievement Emotions: A Meta-analysis
Huang, C. (2011) · Educational Psychology Review · doi:10.1007/s10648-011-9155-x · Cited by 344
Separation of performance-approach and performance-avoidance achievement goals: A broader analysis.
Murayama, K., Elliot, A. J., & Yamagata, S. (2011) · Journal of Educational Psychology · doi:10.1037/a0021948 · Cited by 166
Kim, D., Yoon, M., Jo, I.-H., & Branch, R. M. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.08.023 · Cited by 151
Enjoyment, Boredom, Anxiety in Elementary Schools in Two Domains: Relations With Achievement
Raccanello, D., Brondino, M., Moè, A., Stupnisky, R., & Lichtenfeld, S. (2019) · The Journal of Experimental Education · doi:10.1080/00220973.2018.1448747 · Cited by 116
Metadata
- Authors
- Bong, M.
- Venue
- Journal of Educational Psychology
- Published
- 2009-11
- Volume
- 101
- Issue
- 4
- Pages
- 879-896
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2170524340
- Cited by
- 280
- References
- 11
- FWCI
- 19.68
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
