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https://hdl.handle.net/10216/10812| Autor(es): | Marina Serra de Lemos Telma Leite Cláudia Lopes |
| Título: | Conceptual and empirical dimensions of students' evaluation-related goals |
| Data de publicação: | 2007 |
| Descrição: | 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. |
| Assunto: | Psicologia Psychology |
| Áreas do conhecimento: | Ciências sociais::Psicologia Social sciences::Psychology |
| URI: | https://repositorio-aberto.up.pt/handle/10216/10812 |
| Fonte: | 12th EARLI conference: abstracts |
| Tipo de Documento: | Resumo de Comunicação em Conferência Internacional |
| Condições de Acesso: | openAccess |
| Licença: | https://creativecommons.org/licenses/by-nc/4.0/ |
| Aparece nas coleções: | FPCEUP - Resumo de Comunicação em Conferência Internacional |
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