Please use this identifier to cite or link to this item: https://hdl.handle.net/10216/10812
Author(s): Marina Serra de Lemos
Telma Leite
Cláudia Lopes
Title: Conceptual and empirical dimensions of students' evaluation-related goals
Issue Date: 2007
Description: To clarify the current debate within achievement goal theory concerning performance goals, we suggest that there is more to students' evaluation-related goals than the concept of performance goals comprises.Goal theory identified three dimensions of performance goals: approach-avoidant, competition, and appearance concerns (Elliot & Harackiewicz, 1996; Grant & Dweck, 2003). However, whereas evaluation-related goals may include strong goal statements stressing competition and/or appearance, they mainly consist of weaker goal statements such as receiving positive evaluations or avoiding negative ones (Lemos, 1996). Moreover, research has questioned the very relevance of performance goals (Brophy, 2005; Lemos, 1996; Urdan, 2001). This study defined three main aims: to establish (1) the distinctiveness and (2) the relevance of competitive and appearance concerns (performance goals) within students' overall evaluation-related goals, and (3) whether approach and avoidant goals are empirically distinct. A pool of evaluation-related goals was formed combining three dimensions: approach-avoidance, appearance (present-absent), and competition (present-absent). From the eight resulting combinations, 2 refer to goals with appearance and competitive purposes, 2 to only appearance purposes, 2 to only competitive purposes, and 2 to evaluation goals (without reference to appearance or competition).120, fifth and sixth grade students from two city schools in the North of Portugal, answered the evaluation-related goals items (9 point Likert scale); two weeks later they also completed the personal goals scales of the PALS (Midgley et al, 2000).Principal component analysis confirmed that performance goals involving competition and/or appearance only partially cover the conceptual and empirical field of students' evaluation-related goals. Moreover, the analysis of goal priorities revealed that students focus mainly on getting positive evaluations and avoiding poor ones, and only to a smaller extent on competition.
Subject: Psicologia
Psychology
Scientific areas: Ciências sociais::Psicologia
Social sciences::Psychology
URI: https://repositorio-aberto.up.pt/handle/10216/10812
Source: 12th EARLI conference: abstracts
Document Type: Resumo de Comunicação em Conferência Internacional
Rights: openAccess
License: https://creativecommons.org/licenses/by-nc/4.0/
Appears in Collections:FPCEUP - Resumo de Comunicação em Conferência Internacional

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