A3 Vertaisarvioitu kirjan tai muun kokoomateoksen osa
Achievement goal orientations: A person-oriented approach
Tekijät: Niemivirta M, Pulkka A, Tapola A, Tuominen H
Toimittaja: K. Ann Renninger, Suzanne E. Hidi
Kustantaja: Cambridge University Press
Julkaisuvuosi: 2019
Kokoomateoksen nimi: The Cambridge Handbook of Motivation and Learning
Sarjan nimi: Cambridge Handbooks in Psychology
Aloitussivu: 566
Lopetussivu: 616
ISBN: 978-1-136-63079-2
eISBN: 978-1-316-82327-9
DOI: https://doi.org/10.1017/9781316823279.025
Tiivistelmä
In this chapter, we describe the principles of a person-oriented approach to studying individual differences (and similarities), and how it can be applied to the study of students’ achievement goal orientations. First, we briefly illustrate the approach, which provides a way of looking at the relative emphasis of different achievement goal orientations, thereby explicitly addressing the issue of multiple goals and their associations with important outcomes. Second, we give a comprehensive review of studies that have applied such an approach to investigating students’ achievement goals. The diversity in conceptualizations, methods, and study samples in the studies complicates the interpretation of the findings, but some generalizations can nevertheless be made. Based on the review, we conclude that students with qualitatively different achievement goal orientation profiles can clearly be identified, and that the extracted profiles are rather similar across studies. Further, it seems that such profiles are relatively stable over time and meaningfully associated with learning and various educational outcomes (e.g., academic achievement, self-perceptions, well-being, task-related motivation, and performance). The review also contributes to the debate concerning the advantages of endorsing different goals. Finally, we raise some methodological concerns, discuss implications for learning, and provide suggestions for future research.
In this chapter, we describe the principles of a person-oriented approach to studying individual differences (and similarities), and how it can be applied to the study of students’ achievement goal orientations. First, we briefly illustrate the approach, which provides a way of looking at the relative emphasis of different achievement goal orientations, thereby explicitly addressing the issue of multiple goals and their associations with important outcomes. Second, we give a comprehensive review of studies that have applied such an approach to investigating students’ achievement goals. The diversity in conceptualizations, methods, and study samples in the studies complicates the interpretation of the findings, but some generalizations can nevertheless be made. Based on the review, we conclude that students with qualitatively different achievement goal orientation profiles can clearly be identified, and that the extracted profiles are rather similar across studies. Further, it seems that such profiles are relatively stable over time and meaningfully associated with learning and various educational outcomes (e.g., academic achievement, self-perceptions, well-being, task-related motivation, and performance). The review also contributes to the debate concerning the advantages of endorsing different goals. Finally, we raise some methodological concerns, discuss implications for learning, and provide suggestions for future research.
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