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Integrating the demonstration orient...

Wynne, Heather Marie.

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Integrating the demonstration orientation and standards-based models of achievement goal theory.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Integrating the demonstration orientation and standards-based models of achievement goal theory./
Author:	Wynne, Heather Marie.
Description:	166 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609404
ISBN:	9781303682452

Integrating the demonstration orientation and standards-based models of achievement goal theory.
Wynne, Heather Marie.

Integrating the demonstration orientation and standards-based models of achievement goal theory. - 166 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ph.D.)--Fordham University, 2014.

Achievement goal theory and thus, the empirical measures stemming from the research, are currently divided on two conceptual approaches, namely the reason versus aims-based models of achievement goals. The factor structure and predictive utility of goal constructs from the Patterns of Adaptive Learning Strategies (PALS) and the latest two versions of the Achievement Goal Questionnaire (AGQ-R; 3x2 AGQ) were simultaneously examined among a sample of high school females. Findings highlight the validity and divergence of both theoretical models. The 2x2 framework was supported across all confirmatory factor analyses as having the best model fit whereas a three-goal framework consisting of performance and mastery goals was supported across exploratory factor analyses. Results also suggest that there was more variability in the operationalization of mastery goals than performance goals across instruments. Finally, results suggest that the goal measures from the PALS predicted a wider range of learning outcomes, and also differentiated across outcomes more than the AGQ goal scales, indicating that the PALS may have greater predictive utility. Implications for promoting a more integrative model of achievement goals are discussed.

ISBN: 9781303682452Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Integrating the demonstration orientation and standards-based models of achievement goal theory.
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020 $a 9781303682452
035 $a (MiAaPQ)AAI3609404
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100 1 $a Wynne, Heather Marie. $3 2099006
245 1 0 $a Integrating the demonstration orientation and standards-based models of achievement goal theory.
300 $a 166 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Akane Zusho.
502 $a Thesis (Ph.D.)--Fordham University, 2014.
520 $a Achievement goal theory and thus, the empirical measures stemming from the research, are currently divided on two conceptual approaches, namely the reason versus aims-based models of achievement goals. The factor structure and predictive utility of goal constructs from the Patterns of Adaptive Learning Strategies (PALS) and the latest two versions of the Achievement Goal Questionnaire (AGQ-R; 3x2 AGQ) were simultaneously examined among a sample of high school females. Findings highlight the validity and divergence of both theoretical models. The 2x2 framework was supported across all confirmatory factor analyses as having the best model fit whereas a three-goal framework consisting of performance and mastery goals was supported across exploratory factor analyses. Results also suggest that there was more variability in the operationalization of mastery goals than performance goals across instruments. Finally, results suggest that the goal measures from the PALS predicted a wider range of learning outcomes, and also differentiated across outcomes more than the AGQ goal scales, indicating that the PALS may have greater predictive utility. Implications for promoting a more integrative model of achievement goals are discussed.
590 $a School code: 0072.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Psychometrics. $3 1017742
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690 $a 0632
710 2 $a Fordham University. $b Division of Psychological & Educational Services. $3 1678440
773 0 $t Dissertation Abstracts International $g 75-05A(E).
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792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609404