Department of Counseling and Educational Psychology, University of Missouri - Kansas City, Missouri 64110, USA.
Br J Educ Psychol. 2011 Jun;81(Pt 2):223-43. doi: 10.1348/000709910X517399. Epub 2011 Mar 9.
Research has shown that both achievement goal theory and self-determination theory (SDT) are quite useful in explaining student motivation and success in academic contexts. However, little is known about how the two theories relate to each other.
The current research used SDT as a framework to understand why students enter classes with particular achievement goal profiles, and also, how those profiles may change over time.
One hundred and eighty-four undergraduate preservice teachers in a required domain course agreed to participate in the study.
Data were collected at three time points during the semester, and both path modelling and multi-level longitudinal modelling techniques were used.
Path modelling techniques with 169 students, results indicated that students' autonomy and relatedness need satisfaction in life predict their initial self-determined class motivation, which in turn predicts initial mastery-approach and -avoidance goals. Multi-level longitudinal modelling with 108 students found that perceived teacher autonomy support buffered against the general decline in students' mastery-approach goals over the course of the semester.
Data provide a promising integration of SDT and achievement goal theory, posing a host of potentially fruitful future research questions regarding goal adoption and trajectories.
研究表明，成就目标理论和自我决定理论（SDT）在解释学生在学术背景下的动机和成功方面都非常有用。然而，人们对这两个理论之间的关系知之甚少。
本研究以 SDT 为框架，探讨学生为何选择具有特定成就目标模式的课程，以及这些模式如何随时间变化。
在一门必修课程中，有 184 名本科职前教师同意参与研究。
数据在学期中的三个时间点收集，同时使用路径建模和多层次纵向建模技术。
对 169 名学生进行路径建模技术分析，结果表明，学生在生活中的自主和相关需求满足预测了他们最初的自我决定的课堂动机，而这反过来又预测了最初的掌握-接近和回避目标。对 108 名学生进行多层次纵向建模发现，感知到的教师自主性支持缓冲了学生在整个学期中掌握-接近目标的普遍下降。
数据提供了 SDT 和成就目标理论的有希望的整合，提出了一系列关于目标采纳和轨迹的潜在富有成效的未来研究问题。
