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https://hdl.handle.net/10216/10812Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.creator | Marina Serra de Lemos | |
| dc.creator | Telma Leite | |
| dc.creator | Cláudia Lopes | |
| dc.date.accessioned | 2019-02-03T17:04:30Z | - |
| dc.date.available | 2019-02-03T17:04:30Z | - |
| dc.date.issued | 2007 | |
| dc.identifier.other | sigarra:81798 | |
| dc.identifier.uri | https://repositorio-aberto.up.pt/handle/10216/10812 | - |
| dc.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. | |
| dc.language.iso | eng | |
| dc.relation.ispartof | 12th EARLI conference: abstracts | |
| dc.rights | openAccess | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0/ | |
| dc.subject | Psicologia | |
| dc.subject | Psychology | |
| dc.title | Conceptual and empirical dimensions of students' evaluation-related goals | |
| dc.type | Resumo de Comunicação em Conferência Internacional | |
| dc.contributor.uporto | Faculdade de Psicologia e de Ciências da Educação | |
| dc.subject.fos | Ciências sociais::Psicologia | |
| dc.subject.fos | Social sciences::Psychology | |
| Appears in Collections: | FPCEUP - Resumo de Comunicação em Conferência Internacional | |
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