engleski

Individual differences in patterns of achievement goals and affect: Effect on motivation, cognition and achievement

Assuming multiple achievement goals perspective, we used latent profile analysis to classify 398 first year university students according to their achievement goal orientation and affect (enjoyment and anxiety). The four-group solution obtained the best statistical support. According to the score mean profiles, we labeled the groups as avoidance-oriented/high anxiety (13%), approach-oriented/high enjoyment (37, 7%), indifferent (45, 2%) and unmotivated (4, 1%). The aim of the present study was to examine differences between groups of students in their affect (pride, and boredom), motivation (interest, and self-efficacy), learning (surface and deep learning strategies), and achievement (course grade, and perceived learning outcomes). The series of univariate ANOVAs yielded significant differences between groups in all measured variables. Unmotivated group showed maladaptive pattern in all motivational and cognitive outcomes, as well as in academic achievement. The most adaptive profile was obtained in approach oriented/enjoyment group for all measures. The students in that group showed the highest interest, perceived self-efficacy, pride, and they used the most deep processing learning strategies, and attained the best academic achievement. The avoidance oriented/high anxiety group showed similar cognitive- motivational pattern. However, the students in that group perceived less self-efficacy, feel more boredom, and used more often surface learning strategies than approach oriented/high enjoyment group.

achievement goals ; affect ; motivation ; learning strategies ; achievement

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