A 3 × 2 achievement goal model

In the present research, a 3 × 2 model of achievement goals is proposed and tested. The model is rooted in the definition and valence components of competence, and encompasses 6 goal constructs: task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance. The results from 2 studies provided strong support for the proposed model, most notably the need to separate task-based and self-based goals. Studies 1 and 2 yielded data establishing the 3 × 2 structure of achievement goals, and Study 2 documented the antecedents and consequences of each of the goals in the 3 × 2 model. Terminological, conceptual, and applied issues pertaining to the 3 × 2 model are discussed

[1]  A. Elliot,et al.  Handbook of Competence and Motivation , 2013 .

[2]  A. Elliot,et al.  Separation of Performance-Approach and Performance-Avoidance Achievement Goals : A Broader Analysis. , 2011 .

[3]  A. Elliot,et al.  Approach and avoidance temperament as basic dimensions of personality. , 2010, Journal of personality.

[4]  Chris S. Hulleman,et al.  A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? , 2010, Psychological bulletin.

[5]  James Lani,et al.  Patterns of Adaptive Learning Scales (PALS) , 2010 .

[6]  G. Mugny,et al.  “Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance? , 2009 .

[7]  Reinhard Pekrun,et al.  The semantic red effect: Processing the word red undermines intellectual performance , 2009 .

[8]  A. Elliot,et al.  The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. , 2009 .

[9]  J. Nesbit,et al.  A Cross-Cultural Examination of the Psychometric Properties of Responses to the Achievement Goal Questionnaire , 2009 .

[10]  G. Oettingen,et al.  Mental Contrasting and Goal Commitment: The Mediating Role of Energization , 2009, Personality & social psychology bulletin.

[11]  Markus A. Maier,et al.  Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. , 2009 .

[12]  Patricia G. Devine,et al.  The role of performance–avoidance goals and worry in mediating the relationship between stereotype threat and performance , 2009 .

[13]  Céline Darnon,et al.  Achievement goal promotion at university: social desirability and social utility of mastery and performance goals. , 2009, Journal of personality and social psychology.

[14]  A. Ryan,et al.  What Do Students Think About When Evaluating Their Classroom's Mastery Goal Structure? An Examination of Young Adolescents' Explanations , 2008 .

[15]  Corwin Senko,et al.  Pursuing their own learning agenda: How mastery-oriented students jeopardize their class performance , 2008 .

[16]  Sungok Serena Shim,et al.  An exploration of young adolescents' social achievement goals and social adjustment in middle school , 2008 .

[17]  G. Sideridis.  The regulation of affect, anxiety, and stressful arousal from adopting mastery‐avoidance goal orientations , 2008 .

[18]  Geneviève A. Mageau,et al.  On the role of passion in performance. , 2007, Journal of personality.

[19]  M. Maehr,et al.  The Contributions and Prospects of Goal Orientation Theory , 2007 .

[20]  R. Hoosain,et al.  Culture, motivation, and learning : a multicultural perspective , 2007 .

[21]  H. Murray,et al.  Explorations in Personality , 2007 .

[22]  N. Yperen,et al.  A NOVEL APPROACH TO ASSESSING ACHIEVEMENT GOALS IN THE CONTEXT OF THE 2 X 2 FRAMEWORK: IDENTIFYING DISTINCT PROFILES OF INDIVIDUALS WITH DIFFERENT DOMINANT ACHIEVEMENT GOALS , 2006 .

[23]  A. Pickering,et al.  The New Reinforcement Sensitivity Theory: Implications for Personality Measurement , 2006, Personality and social psychology review : an official journal of the Society for Personality and Social Psychology, Inc.

[24]  Nico W. Van Yperen,et al.  A Novel Approach to Assessing Achievement Goals in the Context of the 2× 2 Framework: Identifying Distinct Profiles of Individuals With Different Dominant Achievement Goals , 2006, Personality & social psychology bulletin.

[25]  A. Ryan,et al.  Social Achievement Goals: The Nature and Consequences of Different Orientations Toward Social Competence , 2006, Personality & social psychology bulletin.

[26]  Markus A. Maier,et al.  Achievement goals and discrete achievement emotions : A theoretical model and prospective test , 2006 .

[27]  A. Elliot.  The Hierarchical Model of Approach-Avoidance Motivation , 2006 .

[28]  Tim Urdan,et al.  The goals behind performance goals , 2006 .

[29]  Eric M. Anderman,et al.  Classroom goal structure, student motivation, and academic achievement. , 2006, Annual review of psychology.

[30]  Markus A. Maier,et al.  Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test , 2005 .

[31]  G. Sideridis.  Goal Orientation, Academic Achievement, and Depression: Evidence in Favor of a Revised Goal Theory Framework , 2005 .

[32]  A. Elliot.  A Conceptual History of the Achievement Goal Construct. , 2005 .

[33]  Akane Zusho,et al.  Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students , 2005 .

[34]  A. Elliot,et al.  Inspiration: core characteristics, component processes, antecedents, and function. , 2004, Journal of personality and social psychology.

[35]  Julianne C. Turner,et al.  Motivational Influences on Student Participation in Classroom Learning Activities. , 2004 .

[36]  Jane Webster,et al.  Validation of a Multidimensional Measure of Goal Orientation. , 2004 .

[37]  K. E. Barron,et al.  Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context , 2004 .

[38]  C. Wolters.  Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. , 2004 .

[39]  P. Pintrich.  A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. , 2003 .

[40]  Eric Anthony Day,et al.  Construct- and criterion-related validity of four commonly used goal orientation instruments. , 2003 .

[41]  Kennon M. Sheldon,et al.  Personality and the goal-striving process: the influence of achievement goal patterns, goal level, and mental focus on performance and enjoyment. , 2003, The Journal of applied psychology.

[42]  Arlen C. Moller,et al.  Performance-approach goals: good or bad forms of regulation? , 2003 .

[43]  Mastery motivation and the formation of self-concept from infancy through early childhood , 2002 .

[44]  K. E. Barron,et al.  Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation , 2002 .

[45]  K. E. Barron,et al.  Revision of achievement goal theory: Necessary and illuminating. , 2002 .

[46]  Andrew J. Elliot,et al.  The trichotomous achievement goal model and intrinsic motivation: a sequential mediational analysis , 2002 .

[47]  D. Fonseca,et al.  Perceptions of Competence, Implicit Theory of Ability, Perception of Motivational Climate, and Achievement Goals: A Test of the Trichotomous Conceptualization of Endorsement of Achievement Motivation in the Physical Education Setting , 2002, Perceptual and motor skills.

[48]  Justine B. Allen,et al.  Contemporary measures of approach and avoidance goal orientations: similarities and differences. , 2002, The British journal of educational psychology.

[49]  Andrew J. Elliot,et al.  Achievement goals as predictors of achievement-relevant processes prior to task engagement. , 2002 .

[50]  Gordon W. Cheung,et al.  Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance , 2002 .

[51]  The need for competence. , 2002 .

[52]  E. Deci,et al.  Handbook of Self-Determination Research , 2002 .

[53]  A. Elliot,et al.  Approach-avoidance motivation in personality: approach and avoidance temperaments and goals. , 2002, Journal of personality and social psychology.

[54]  Kennon M. Sheldon,et al.  A Cross-Cultural Analysis of Avoidance (Relative to Approach) Personal Goals , 2001, Psychological science.

[55]  A. Elliot,et al.  Achievement Goals and the Hierarchical Model of Achievement Motivation , 2001 .

[56]  Carol Midgley,et al.  Avoiding Seeking Help in the Classroom: Who and Why? , 2001 .

[57]  Michael J. Middleton,et al.  Performance-Approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost?. , 2001 .

[58]  Andrew J. Elliot,et al.  Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes. , 2001 .

[59]  A. Elliot,et al.  A 2 X 2 achievement goal framework. , 2001, Journal of personality and social psychology.

[60]  Andrew J. Elliot,et al.  DELIMITING AND INTEGRATING ACHIEVEMENT MOTIVE AND GOAL CONSTRUCTS , 2001 .

[61]  Julius Kuhl,et al.  Trends and prospects in motivation research , 2001 .

[62]  Pajares,et al.  Relation between Achievement Goals and Self-Beliefs of Middle School Students in Writing and Science. , 2000, Contemporary educational psychology.

[63]  M. Ross,et al.  The frequency of temporal-self and social comparisons in people's personal appraisals. , 2000, Journal of personality and social psychology.

[64]  R. Vandenberg,et al.  A Review and Synthesis of the Measurement Invariance Literature: Suggestions, Practices, and Recommendations for Organizational Research , 2000 .

[65]  N. Glazer.  Culture and Achievement. , 2000 .

[66]  P. Alexander,et al.  A Motivated Exploration of Motivation Terminology. , 2000, Contemporary educational psychology.

[67]  A. Elliot.  Approach and avoidance motivation and achievement goals , 1999 .

[68]  C. Dweck.  Self-theoriestheir role in motivation, personality, and development , 1999 .

[69]  A. Elliot,et al.  Test anxiety and the hierarchical model of approach and avoidance achievement motivation. , 1999, Journal of personality and social psychology.

[70]  C. Dweck.  Self-Theories: Their Role in Motivation, Personality, and Development. Essays in Social Psychology. , 1999 .

[71]  R. Butler,et al.  Age trends in the use of social and temporal comparison for self-evaluation: examination of a novel developmental hypothesis. , 1998, Child development.

[72]  J. Steenkamp,et al.  Assessing Measurement Invariance in Cross-National Consumer Research , 1998 .

[73]  Rex B. Kline,et al.  Principles and Practice of Structural Equation Modeling , 1998 .

[74]  Kaplan,et al.  The Effect of Achievement Goals: Does Level of Perceived Academic Competence Make a Difference? , 1997, Contemporary educational psychology.

[75]  R. Hoyle.  Structural equation modeling: concepts, issues, and applications , 1997 .

[76]  Eric M. Anderman,et al.  Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools , 1997, Contemporary educational psychology.

[77]  Kennon M. Sheldon,et al.  Avoidance achievement motivation: a personal goals analysis. , 1997, Journal of personality and social psychology.

[78]  T. Little.  Mean and Covariance Structures (MACS) Analyses of Cross-Cultural Data: Practical and Theoretical Issues. , 1997, Multivariate behavioral research.

[79]  A. Elliot,et al.  A HIERARCHICAL MODEL OF APPROACH AND AVOIDANCE ACHIEVEMENT MOTIVATION , 1997 .

[80]  J. T. Austin,et al.  Goal constructs in psychology: Structure, process, and content. , 1996 .

[81]  J. Harackiewicz,et al.  Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. , 1996 .

[82]  P. Pintrich,et al.  Motivation in Education: Theory, Research, and Applications , 1995 .

[83]  P. Lang.  The emotion probe. Studies of motivation and attention. , 1995, The American psychologist.

[84]  A. Panter,et al.  Writing about structural equation models. , 1995 .

[85]  M. Zanna,et al.  Let's not be indifferent about (attitudinal) ambivalence. , 1995 .

[86]  G. Morgan,et al.  Continuities and discontinuities in mastery motivation during infancy and toddlerhood: A conceptualization and review. , 1995 .

[87]  R. Petty,et al.  Attitude strength : antecedents and consequences , 1995 .

[88]  S. Messick.  Validity of Psychological Assessment: Validation of Inferences from Persons' Responses and Performances as Scientific Inquiry into Score Meaning. Research Report RR-94-45. , 1994 .

[89]  D. Ruble,et al.  Developmental changes in achievement evaluation: motivational implications of self-other differences. , 1994, Child development.

[90]  S. Karabenick.  Relation of perceived teacher support of student questioning to students' beliefs about teacher attributions for questioning and perceived classroom learning environment , 1994 .

[91]  J. Cacioppo,et al.  Rudimentary determinants of attitudes. II: Arm flexion and extension have differential effects on attitudes. , 1993, Journal of personality and social psychology.

[92]  J. S. Long,et al.  Testing Structural Equation Models , 1993 .

[93]  M. Browne,et al.  Alternative Ways of Assessing Model Fit , 1992 .

[94]  M. Ford.  Motivating Humans: Goals, Emotions, and Personal Agency Beliefs , 1992 .

[95]  Carole A. Ames.  Classrooms: Goals, structures, and student motivation. , 1992 .

[96]  C. Dweck.  Article Commentary: The Study of Goals in Psychology , 1992 .

[97]  M. Maehr.  Advances in Motivation and Achievement , 1991 .

[98]  Henry L. Tosi.  A Theory of Goal Setting and Task Performance , 1991 .

[99]  D. Paulhus.  Measurement and control of response bias. , 1991 .

[100]  John P. Robinson,et al.  Measures Of Personality And Social Psychological Attitudes , 1991 .

[101]  L. Leemis.  Applied Linear Regression Models , 1991 .

[102]  E. A. Locke,et al.  A theory of goal setting & task performance , 1990 .

[103]  Deborah J. Stipek,et al.  Developmental change in children's assessment of intellectual competence , 1989 .

[104]  John G. Nicholls,et al.  The Competitive Ethos and Democratic Education , 1989 .

[105]  R. Thayer.  The biopsychology of mood and arousal , 1989 .

[106]  Carole A. Ames,et al.  Mothers' beliefs about the role of ability and effort in school learning. , 1987 .

[107]  R. Thayer.  Activation-Deactivation Adjective Check List: Current Overview and Structural Analysis , 1986 .

[108]  H. Marsh.  Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model , 1986 .

[109]  Carol S. Dweck,et al.  Motivational processes affecting learning. , 1986 .

[110]  J. Nicholls.  Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. , 1984 .

[111]  J. Neter,et al.  Applied Linear Regression Models , 1983 .

[112]  Mark A. Davis,et al.  Cognitive and emotional components of anxiety: literature review and a revised worry-emotionality scale. , 1981, Journal of educational psychology.

[113]  H. E. King.  The Achievement Motive , 1977 .

[114]  N. Warren.  Studies in cross-cultural psychology , 1977 .

[115]  中野 真宏,et al.  "The Random House Dictionary of the English Language"に於ける新語の実例 , 1968 .

[116]  R. White,et al.  Ego and reality in psychoanalytic theory , 1963 .

[117]  W. Starbuck,et al.  Level of aspiration. , 1963, Psychological review.

[118]  R. W. White.  Motivation reconsidered: the concept of competence. , 1959, Psychological review.

[119]  J. Hunt,et al.  Personality and the behavior disorders , 1944 .

[120]  G. Āllport.  Personality: A Psychological Interpretation , 1938 .

[121]  H. Hollingworth.  Personality a psychological interpretation. , 1938 .

[122]  N. Lewis.  A dynamic theory of personality , 1935 .

[123]  Frank S. Freeman,et al.  Interpretation of educational measurements , 1928 .

[124]  A. Sias.  Interpretation of educational measurements. , 1928 .

[125]  An Introduction to the Theory of Mental and Social Measurements , 1904 .