Electronic Theses and Dissertations

Identifier

837

Date

2013

Date of Award

4-23-2013

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Ed Psychology and Research

Concentration

Educational Psychology

Committee Chair

Christian E. Mueller

Committee Member

Martin H. Jones

Committee Member

Corinna A. Ethington

Abstract

Much of what is known about students' cognitive motivation through self-reactive influences has been derived from studies not conducted in academic settings. The present study sought to fillthe gap in the literatureby examining college students' cognitive motivation within a natural classroom environment. Specifically, an integrated model of intended effort was developed to further understand the relationship between negative performance-goal discrepancy, self-reactive influences and intended effort toward next proximal goal. In addition, the role of achievement goals on self-reactive influences andintended effortwas explored using the 2 x 2 achievement goal framework. Resultsfrom a path model analysis involving fourhundred and fifty-one undergraduates suggest that, among other things, future affective self-evaluation is more predictive of intended effort than performance-goal discrepancy or self-efficacy toward original goal attainment. Proximal goal failed to explain any more variance in intended effort. The performance-goal discrepancyhad a direct effect on both future affective self-evaluation and self-efficacy, but did not exert a direct effect on proximal goals. The analyses also revealed the significant main effects of each of the four types of achievement goals on both self-efficacy and proximal goals. However, mastery-approach goals were the only goals to exert a significant main effect on intended effort and none of the achievement goals exerted a direct influence on future affective self-evaluation. An interaction between the discrepancy and performance-approach achievement goals and an interaction between the discrepancy and performance-avoidance achievement goals partially predicted future affective self-evaluation. An interaction between discrepancy and mastery-approach achievement goals partially explained self-efficacy toward the original goal.

Comments

Data is provided by the student.

Library Comment

dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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