Napredna pretraga

Pregled bibliografske jedinice broj: 849480

Individual differences in patterns of achievement goals and affect: Effect on motivation, cognition and achievement


Kolić-Vehovec, Svjetlana; Pahljina-Reinić, Rosanda; Rončević Zubković, Barbara
Individual differences in patterns of achievement goals and affect: Effect on motivation, cognition and achievement // 15th INTERNATIONAL CONFERENCE ON MOTIVATION 2016 The Odyssey to the Ithaca: Motivated persons, challenging contexts. Book of Abstracts / Gonida, E.N. (ur.).
Solun, Grčka: Aristotle University of Thessaloniki, 2016. str. 85-85 (predavanje, međunarodna recenzija, sažetak, ostalo)


Naslov
Individual differences in patterns of achievement goals and affect: Effect on motivation, cognition and achievement

Autori
Kolić-Vehovec, Svjetlana ; Pahljina-Reinić, Rosanda ; Rončević Zubković, Barbara

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Izvornik
15th INTERNATIONAL CONFERENCE ON MOTIVATION 2016 The Odyssey to the Ithaca: Motivated persons, challenging contexts. Book of Abstracts / Gonida, E.N. - Solun, Grčka : Aristotle University of Thessaloniki, 2016, 85-85

Skup
15th INTERNATIONAL CONFERENCE ON MOTIVATION 2016 The Odyssey to the Ithaca: Motivated persons, challenging contexts

Mjesto i datum
Solun, Grčka, 24.-27.08. 2016

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Achievement goals; affect; motivation; learning strategies; achievement

Sažetak
Assuming multiple achievement goals perspective, we used latent profile analysis to classify 398 first year university students according to their achievement goal orientation and affect (enjoyment and anxiety). The four-group solution obtained the best statistical support. According to the score mean profiles, we labeled the groups as avoidance-oriented/high anxiety (13%), approach-oriented/high enjoyment (37, 7%), indifferent (45, 2%) and unmotivated (4, 1%). The aim of the present study was to examine differences between groups of students in their affect (pride, and boredom), motivation (interest, and self-efficacy), learning (surface and deep learning strategies), and achievement (course grade, and perceived learning outcomes). The series of univariate ANOVAs yielded significant differences between groups in all measured variables. Unmotivated group showed maladaptive pattern in all motivational and cognitive outcomes, as well as in academic achievement. The most adaptive profile was obtained in approach oriented/enjoyment group for all measures. The students in that group showed the highest interest, perceived self-efficacy, pride, and they used the most deep processing learning strategies, and attained the best academic achievement. The avoidance oriented/high anxiety group showed similar cognitive-motivational pattern. However, the students in that group perceived less self-efficacy, feel more boredom, and used more often surface learning strategies than approach oriented/high enjoyment group.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



POVEZANOST RADA