Date of Award
Doctor of Philosophy
Ed Psychology and Research
Christian E. Mueller
Martin H. Jones
Corinna A. Ethington
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.
dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Hart, Caroline Odile, "Falling Short of Goals: The Role of Achievement Goals in College Student Cognitive Motivation" (2013). Electronic Theses and Dissertations. 699.