Naslov
Relations of patterns of perfectionism to BIS sensitivity, achievement goals and student engagement

Autori
Putarek, Vanja ; Rovan, Daria ; Pavlin-Bernardić, Nina

Izvornik
Learning and motivation (0023-9690) 68 (2019); 101596, 14

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
Achievement goals ; Perfectionism ; Behavioral inhibition system (BIS) ; Engagement

Sažetak
In the hierarchical model of achievement motivation, achievement goals represent mediators between reinforcement sensitivity (e.g., Behavioral Inhibition System [BIS]), as a self-based antecedent variable, and student engagement, as an outcome variable. However, the manifestations of these variables and the relationships between them may differ according to the type of perfectionism. The aim of this study was to explore the differences between adaptive, maladaptive, and non-perfectionists in motivation and engagement in learning physics. Participants were 299 high school pupils from Croatia. When group differences were analyzed, maladaptive perfectionists exhibited a more sensitive BIS and higher mastery- and performance goals than adaptive and non-perfectionists, while maladaptive and adaptive perfectionists had higher approach achievement goals than non-perfectionists. Maladaptive perfectionists were as cognitively engaged as adaptive perfectionists, but their emotional and behavioral engagement were lower. Multigroup analysis demonstrated different models of achievement motivation depending on perfectionism type for cognitive engagement, but not for behavioural and emotional engagement. Among adaptive and non- perfectionists, mastery- and performance- approach goals positively predicted cognitive engagement. Among maladaptive perfectionists, mastery-avoidance and performance-approach goals positively predicted cognitive engagement, while performance-avoidance goals negatively predicted cognitive engagement. Behavioral engagement was predicted by mastery- approach goals only. For the emotional engagement, mediation analysis provided strong support for the hierarchical model of achievement motivation. Our results address the importance of interventions that encourage mastery-approach goals, especially among maladaptive perfectionists.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA