Achievement motives, cognitive and social competence, and achievement goals in the classroom.
This study investigated the interrelations of approach and avoidance achievement motives (Motive to Achieve Success and Motive to Avoid Failure), two types of competence (Cognitive and Social competence), achievement goals (Mastery, Performance-approach, Performance-avoidance, and Work Avoidance goals), of 131 eighth and ninth grade students from a Japanese junior high school. Multiple regression analysis indicated positive relations between Mastery goals and the Motive to Achieve Success and Cognitive Competence. Performance-approach goals and both the Motive to Achieve Success and the Motive to Avoid Failure, and Performance-avoidance Goals and both the Motive to Achieve Success and the Motive to Avoid Failure. Negative relations were found between Work Avoidance goals and the Motive to Achieve Success and Cognitive Competence. Several interactions between achievement motives and competence on achievement goals were also found. The different antecedents of four achievement goals were discussed.
Tanaka
Ayumi
A
Department of Psychology, Doshisha University, Kamigyo, Kyoto, Japan. atanaka@psychology.doshisha.ac.jp
Okuno
Takuhiro
T
Yamauchi
Hirotsugu
H
D000293:Adolescent; D001240:Aspirations, Psychological; D002648:Child; D004522:Educational Status; D005260:Female; D006040:Goals; D006801:Humans; D007389:Internal-External Control; D007564:Japan; D008297:Male; D009042:Motivation; D012919:Social Behavior; D013334:Students / Q000523:psychology*