Achievement goal orientations

A person-oriented approach

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKapitelVetenskapligPeer review

Sammanfattning

In this chapter, we describe the principles of a person-oriented approach to studying individual differences (and similarities), and how it can be applied to the study of students’ achievement goal orientations. First, we briefly illustrate the approach, which provides a way of looking at the relative emphasis of different achievement goal orientations, thereby explicitly addressing the issue of multiple goals and their associations with important outcomes. Second, we give a comprehensive review of studies that have applied such an approach to investigating students’ achievement goals. The diversity in conceptualizations, methods, and study samples in the studies complicates the interpretation of the findings, but some generalizations can nevertheless be made. Based on the review, we conclude that students with qualitatively different achievement goal orientation profiles can clearly be identified, and that the extracted profiles are rather similar across studies. Further, it seems that such profiles are relatively stable over time and meaningfully associated with learning and various educational outcomes (e.g., academic achievement, self-perceptions, well-being, task-related motivation, and performance). The review also contributes to the debate concerning the advantages of endorsing different goals. Finally, we raise some methodological concerns, discuss implications for learning, and provide suggestions for future research.
Originalspråkengelska
Titel på gästpublikationThe Cambridge Handbook of Motivation and Learning
RedaktörerK. Ann Renninger, Suzanne E. Hidi
Antal sidor51
UtgivningsortCambridge, UK
FörlagCambridge University Press
Utgivningsdatumfeb 2019
Sidor566-616
ISBN (tryckt)978-1-107-17793-2, 978-1-136-63079-2
ISBN (elektroniskt)978-1-316-82327-9
DOI
StatusPublicerad - feb 2019
MoE-publikationstypA3 Del av bok eller annan forskningsbok

Publikationsserier

NamnCambridge Handbooks in Psychology
FörlagCambridge University Press

Vetenskapsgrenar

  • 516 Pedagogik
  • 515 Psykologi

Citera det här

Niemivirta, M., Pulkka, A-T., Tapola, A., & Tuominen, H. (2019). Achievement goal orientations: A person-oriented approach. I K. A. Renninger, & S. E. Hidi (Red.), The Cambridge Handbook of Motivation and Learning (s. 566-616). (Cambridge Handbooks in Psychology). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/9781316823279.025
Niemivirta, Markku ; Pulkka, Antti-Tuomas ; Tapola, Anna ; Tuominen, Heta. / Achievement goal orientations : A person-oriented approach. The Cambridge Handbook of Motivation and Learning. redaktör / K. Ann Renninger ; Suzanne E. Hidi. Cambridge, UK : Cambridge University Press, 2019. s. 566-616 (Cambridge Handbooks in Psychology).
@inbook{3ad4c1678781496984b44bc850f0507d,
title = "Achievement goal orientations: A person-oriented approach",
abstract = "In this chapter, we describe the principles of a person-oriented approach to studying individual differences (and similarities), and how it can be applied to the study of students’ achievement goal orientations. First, we briefly illustrate the approach, which provides a way of looking at the relative emphasis of different achievement goal orientations, thereby explicitly addressing the issue of multiple goals and their associations with important outcomes. Second, we give a comprehensive review of studies that have applied such an approach to investigating students’ achievement goals. The diversity in conceptualizations, methods, and study samples in the studies complicates the interpretation of the findings, but some generalizations can nevertheless be made. Based on the review, we conclude that students with qualitatively different achievement goal orientation profiles can clearly be identified, and that the extracted profiles are rather similar across studies. Further, it seems that such profiles are relatively stable over time and meaningfully associated with learning and various educational outcomes (e.g., academic achievement, self-perceptions, well-being, task-related motivation, and performance). The review also contributes to the debate concerning the advantages of endorsing different goals. Finally, we raise some methodological concerns, discuss implications for learning, and provide suggestions for future research.",
keywords = "516 Educational sciences, Achievement goal orientation, Motivation, Learning, Academic achievement, Well-being, Person-oriented approach, 515 Psychology",
author = "Markku Niemivirta and Antti-Tuomas Pulkka and Anna Tapola and Heta Tuominen",
year = "2019",
month = "2",
doi = "10.1017/9781316823279.025",
language = "English",
isbn = "978-1-107-17793-2",
series = "Cambridge Handbooks in Psychology",
publisher = "Cambridge University Press",
pages = "566--616",
editor = "Renninger, {K. Ann} and Hidi, {Suzanne E.}",
booktitle = "The Cambridge Handbook of Motivation and Learning",
address = "United Kingdom",

}

Niemivirta, M, Pulkka, A-T, Tapola, A & Tuominen, H 2019, Achievement goal orientations: A person-oriented approach. i KA Renninger & SE Hidi (red), The Cambridge Handbook of Motivation and Learning. Cambridge Handbooks in Psychology, Cambridge University Press, Cambridge, UK, s. 566-616. https://doi.org/10.1017/9781316823279.025

Achievement goal orientations : A person-oriented approach. / Niemivirta, Markku; Pulkka, Antti-Tuomas; Tapola, Anna; Tuominen, Heta.

The Cambridge Handbook of Motivation and Learning. red. / K. Ann Renninger; Suzanne E. Hidi. Cambridge, UK : Cambridge University Press, 2019. s. 566-616 (Cambridge Handbooks in Psychology).

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKapitelVetenskapligPeer review

TY - CHAP

T1 - Achievement goal orientations

T2 - A person-oriented approach

AU - Niemivirta, Markku

AU - Pulkka, Antti-Tuomas

AU - Tapola, Anna

AU - Tuominen, Heta

PY - 2019/2

Y1 - 2019/2

N2 - In this chapter, we describe the principles of a person-oriented approach to studying individual differences (and similarities), and how it can be applied to the study of students’ achievement goal orientations. First, we briefly illustrate the approach, which provides a way of looking at the relative emphasis of different achievement goal orientations, thereby explicitly addressing the issue of multiple goals and their associations with important outcomes. Second, we give a comprehensive review of studies that have applied such an approach to investigating students’ achievement goals. The diversity in conceptualizations, methods, and study samples in the studies complicates the interpretation of the findings, but some generalizations can nevertheless be made. Based on the review, we conclude that students with qualitatively different achievement goal orientation profiles can clearly be identified, and that the extracted profiles are rather similar across studies. Further, it seems that such profiles are relatively stable over time and meaningfully associated with learning and various educational outcomes (e.g., academic achievement, self-perceptions, well-being, task-related motivation, and performance). The review also contributes to the debate concerning the advantages of endorsing different goals. Finally, we raise some methodological concerns, discuss implications for learning, and provide suggestions for future research.

AB - In this chapter, we describe the principles of a person-oriented approach to studying individual differences (and similarities), and how it can be applied to the study of students’ achievement goal orientations. First, we briefly illustrate the approach, which provides a way of looking at the relative emphasis of different achievement goal orientations, thereby explicitly addressing the issue of multiple goals and their associations with important outcomes. Second, we give a comprehensive review of studies that have applied such an approach to investigating students’ achievement goals. The diversity in conceptualizations, methods, and study samples in the studies complicates the interpretation of the findings, but some generalizations can nevertheless be made. Based on the review, we conclude that students with qualitatively different achievement goal orientation profiles can clearly be identified, and that the extracted profiles are rather similar across studies. Further, it seems that such profiles are relatively stable over time and meaningfully associated with learning and various educational outcomes (e.g., academic achievement, self-perceptions, well-being, task-related motivation, and performance). The review also contributes to the debate concerning the advantages of endorsing different goals. Finally, we raise some methodological concerns, discuss implications for learning, and provide suggestions for future research.

KW - 516 Educational sciences

KW - Achievement goal orientation

KW - Motivation

KW - Learning

KW - Academic achievement

KW - Well-being

KW - Person-oriented approach

KW - 515 Psychology

UR - https://www.cambridge.org/core/books/cambridge-handbook-of-motivation-and-learning/46466FAA78401E47066FE98465CCC878

U2 - 10.1017/9781316823279.025

DO - 10.1017/9781316823279.025

M3 - Chapter

SN - 978-1-107-17793-2

SN - 978-1-136-63079-2

T3 - Cambridge Handbooks in Psychology

SP - 566

EP - 616

BT - The Cambridge Handbook of Motivation and Learning

A2 - Renninger, K. Ann

A2 - Hidi, Suzanne E.

PB - Cambridge University Press

CY - Cambridge, UK

ER -

Niemivirta M, Pulkka A-T, Tapola A, Tuominen H. Achievement goal orientations: A person-oriented approach. I Renninger KA, Hidi SE, redaktörer, The Cambridge Handbook of Motivation and Learning. Cambridge, UK: Cambridge University Press. 2019. s. 566-616. (Cambridge Handbooks in Psychology). https://doi.org/10.1017/9781316823279.025