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Pregledni rad
https://doi.org/10.15516/cje.v22i1.3517

Achievement Goals: Conceptual Models and Results of Researching the Outcomes

Azemina Durmić   ORCID icon orcid.org/0000-0002-2472-0833 ; Islamic Pedagogical Faculty Juraja Neidharta 15 72 000 Zenica

Puni tekst: engleski, pdf (281 KB) str. 115-141 preuzimanja: 30* citiraj
APA 6th Edition
Durmić, A. (2020). Achievement Goals: Conceptual Models and Results of Researching the Outcomes. Croatian Journal of Education, 22 (1), 115-141. https://doi.org/10.15516/cje.v22i1.3517
MLA 8th Edition
Durmić, Azemina. "Achievement Goals: Conceptual Models and Results of Researching the Outcomes." Croatian Journal of Education, vol. 22, br. 1, 2020, str. 115-141. https://doi.org/10.15516/cje.v22i1.3517. Citirano 29.09.2020.
Chicago 17th Edition
Durmić, Azemina. "Achievement Goals: Conceptual Models and Results of Researching the Outcomes." Croatian Journal of Education 22, br. 1 (2020): 115-141. https://doi.org/10.15516/cje.v22i1.3517
Harvard
Durmić, A. (2020). 'Achievement Goals: Conceptual Models and Results of Researching the Outcomes', Croatian Journal of Education, 22(1), str. 115-141. https://doi.org/10.15516/cje.v22i1.3517
Vancouver
Durmić A. Achievement Goals: Conceptual Models and Results of Researching the Outcomes. Croatian Journal of Education [Internet]. 2020 [pristupljeno 29.09.2020.];22(1):115-141. https://doi.org/10.15516/cje.v22i1.3517
IEEE
A. Durmić, "Achievement Goals: Conceptual Models and Results of Researching the Outcomes", Croatian Journal of Education, vol.22, br. 1, str. 115-141, 2020. [Online]. https://doi.org/10.15516/cje.v22i1.3517
Puni tekst: hrvatski, pdf (281 KB) str. 115-141 preuzimanja: 35* citiraj
APA 6th Edition
Durmić, A. (2020). Ciljevi postignuća: konceptualni modeli i rezultati istraživanja ishoda. Croatian Journal of Education, 22 (1), 115-141. https://doi.org/10.15516/cje.v22i1.3517
MLA 8th Edition
Durmić, Azemina. "Ciljevi postignuća: konceptualni modeli i rezultati istraživanja ishoda." Croatian Journal of Education, vol. 22, br. 1, 2020, str. 115-141. https://doi.org/10.15516/cje.v22i1.3517. Citirano 29.09.2020.
Chicago 17th Edition
Durmić, Azemina. "Ciljevi postignuća: konceptualni modeli i rezultati istraživanja ishoda." Croatian Journal of Education 22, br. 1 (2020): 115-141. https://doi.org/10.15516/cje.v22i1.3517
Harvard
Durmić, A. (2020). 'Ciljevi postignuća: konceptualni modeli i rezultati istraživanja ishoda', Croatian Journal of Education, 22(1), str. 115-141. https://doi.org/10.15516/cje.v22i1.3517
Vancouver
Durmić A. Ciljevi postignuća: konceptualni modeli i rezultati istraživanja ishoda. Croatian Journal of Education [Internet]. 2020 [pristupljeno 29.09.2020.];22(1):115-141. https://doi.org/10.15516/cje.v22i1.3517
IEEE
A. Durmić, "Ciljevi postignuća: konceptualni modeli i rezultati istraživanja ishoda", Croatian Journal of Education, vol.22, br. 1, str. 115-141, 2020. [Online]. https://doi.org/10.15516/cje.v22i1.3517

Sažetak
Achievement goal theory is one of many very significant motivational theories which is being questioned in the educational system in great measure. Achievement goals mostly relate to reasons that lie in the background of a student's desire for achievement and entail students’ opinions about standards and criteria taken into consideration in assessing success (Urdan, 1997). In that sense, a student can be motivated by desire for personal growth and betterment or the desire to be better than others. Henceforth, the authors have identified two types of achievement goals. Firstly, there are mastery goals and, secondly, performance goals. At the same time, this represents a dichotomous model of achievement goals. The purpose of this work is to identify conceptual models of achievement goals through review of some researches and, in accordance with the presented, gain insight into the most common outcomes connected with various achievement goals. Theoretical and empirical results show the development of achievement goals from the initial dichotomous and trichotomous conceptual models, followed by the model with four goal types (2x2), and finally the model with six (3x2) goal types. In the frame of the stated conceptual models, mastery goals entail the greatest number of positive features and outcomes. The conclusion aims to accentuate the importance of mastery goals alongside the need for in-depth examination of factors that lead to acquiring these goals.

Ključne riječi
mastery goals; avoidance orientation; performance goals; approach orientation

Hrčak ID: 238100

URI
https://hrcak.srce.hr/238100

[hrvatski]

Posjeta: 145 *