Contemporary psychology, Vol. 11 No. 1, 2008.
Original scientific paper
Achievement goals, perceived competence, gender and learning strategies in a general academic context
Mirna Jakšić
; Šćitarjevo Primary School
Vlasta Vizek Vidović
; Faculty of Humanities and Social Sciences, University of Zagreb
Abstract
The aim of this study was to examine relations between achievement goals, percieved competence, gender and the use of learning strategies among college students in a general academic context. We wanted to see if achievement goals according to the 2 × 2 achievement goal framework and their relations with assumed antecedents and consequences would be obtained on a global level of academic achievement and motivation. Participants were students of the Faculty of Kinesiology in Zagreb (N = 199). Percieved competence was a positive predictor of mastery-approach goal , all learning strategies and a negative predictor of mastery-avoidance goal. Gender did not contribute significantly to achievement goals' prediction. Gender was a significant predictor of strategies of comprehension, seeking support and self-regulation. Mastery-approach goal was a significant positive predictor of all learning strategies and showed a mediational effect on the relation between gender and percieved competence, strategy of seeking support and self-regulation. Performance-approach goal was a positive and performance-avoidance goal a negative predictor of absence of learning difficulties. Performance-approach goal was also a positive predictor of critical thinking and practical use. Practical implications are discussed.
Keywords
achievement goals; competence; gender; learning strategies
Hrčak ID:
81395
URI
Publication date:
30.6.2008.
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