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Are Performance-Avoidance Goals Always Deleterious for Academic Achievement in College? The Moderating Role of Social Class
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Bruno, Alisée; Jury, Mickaël; Toczek-Capelle, Marie-Christine; Darnon, Céline – Social Psychology of Education: An International Journal, 2019
Abundant research has shown that the endorsement of performance-avoidance goals in academic contexts is associated with negative outcomes, including poor academic achievement. The present study tests students' social class as a moderator of the relationship between performance-avoidance goals and achievement. Two hundred thirty students (106…
Descriptors: Academic Achievement, Social Class, Educational Attainment, Parent Background
Goal Orientation and Academic Failure in Traditional and Nontraditional Aged College Students
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Hoyert, Mark Sudlow; O'Dell, Cynthia D. – College Student Journal, 2009
This paper examines the relationship between goal orientation and grades in two groups of college students: 369 students aged 18 to 23 and 71 students 24 years of age and older. Older students tended to earn higher grades than their younger counterparts. Non-traditional aged students also endorsed learning goals more than traditional-aged…
Descriptors: Undergraduate Students, Grades (Scholastic), Academic Failure, Goal Orientation
Attributional (Explanatory) Thinking about Failure in New Achievement Settings
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Perry, Raymond P.; Stupnisky, Robert H.; Daniels, Lia M.; Haynes, Tara L. – European Journal of Psychology of Education, 2008
Attributional (explanatory) thinking involves the appraisal of factors that contribute to performance and is instrumental to motivation and goal striving. Little is understood, however, concerning attributional thinking when multiple causes are involved in the transition to new achievement settings. Our study examined such complex attributional…
Descriptors: Attribution Theory, Grade Point Average, Multivariate Analysis, Goal Orientation
Relationship of Academic Help Seeking to the Use of Learning Strategies and Other Instrumental Achievement Behavior in College Students.
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Karabenick, Stuart A.; Knapp, John R. – Journal of Educational Psychology, 1991
Correlates of help-seeking by college students were examined in 3 studies involving a total of 1,539 students. Evidence from all three studies supports the view that help-seeking in college is an achievement-related, rather than a dependent, behavior. Active learners were more likely to seek help when needed. (SLD)
Descriptors: Academic Achievement, Academic Failure, College Students, Goal Orientation
Is There Causality in Causal Attributions?
Omelich, Carol L.; Covington, Martin V. – 1977
Do success-oriented and failure-avoidant students differ in their performance because of differential attributions? Path analysis, which permits the evaluation of causal assumptions in well-specified theories, was employed to test the adequacy of the causal linkages in the attributional model of achievement behavior. Thus, although differences in…
Descriptors: Academic Ability, Academic Failure, Attribution Theory, Cognitive Processes
Academic Control and Action Control in the Achievement of College Students: A Longitudinal Field Study.
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Perry, Raymond P.; Hladkyj, Steven; Pekrun, Reinhard H.; Pelletier, Sarah T. – Journal of Educational Psychology, 2001
Two measures, perceived academic control and action control (i.e., preoccupation with failure), were administered to college students. Achievement-related cognitions, emotions, motivation, and final grades were measured at the end of the course. Of note, high-control, high-failure-preoccupied students outperformed the other groups by one to two…
Descriptors: Academic Achievement, Academic Aspiration, Academic Failure, Cognitive Style