Achievement goals, study strategies, and exam performance: A mediational analysis

被引：675

作者：

Elliot, AJ ^{[1
]}

McGregor, HA ^{[1
]}

Gable, S ^{[1
]}

机构：

[1] Univ Rochester, Dept Psychol, Human Motivat Program, Rochester, NY 14627 USA

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 1999年 / 91卷 / 03期

关键词：

D O I：

10.1037/0022-0663.91.3.549

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Two studies examined achievement goals as predictors of self-reported cognitive/ metacognitive and motivational study strategies and tested these study strategies as mediators of the relationship between achievement goals and exam performance in the normatively graded college classroom. The results support hypotheses generated from the trichotomous achievement goal framework. Mastery goals are positive predictors of deep processing, persistence, and effort; performance-approach goals are positive predictors of surface processing, persistence, effort, and exam performance; and performance-avoidance goals are positive predictors of surface processing and disorganization and negative predictors of deep processing and exam performance. Persistence and effort mediate the relationship between performance-approach goals and exam performance, whereas disorganization mediates the relationship between performance-avoidance goals and exam performance.

引用

页码：549 / 563

页数：15

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