Michou Aikaterini, Vansteenkiste Maarten, Mouratidis Athanasios, Lens Willy
Graduate School of Education, Bilkent University, Ankara, Turkey.
Br J Educ Psychol. 2014 Dec;84(Pt 4):650-66. doi: 10.1111/bjep.12055. Epub 2014 Sep 23.
The hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes.
We tested whether mastery approach, performance approach, and performance avoidance goals and their underlying autonomous and controlling reasons would jointly explain the relation between achievement motives (i.e., fear of failure and need for achievement) and learning strategies (Study 1). Additionally, we examined whether the autonomous and controlling reasons underlying learners' dominant achievement goal would account for the link between achievement motives and the educational outcomes of learning strategies and cheating (Study 2).
Six hundred and six Greek adolescent students (Mage = 15.05, SD = 1.43) and 435 university students (Mage M = 20.51, SD = 2.80) participated in studies 1 and 2, respectively.
In both studies, a correlational design was used and the hypotheses were tested via path modelling.
Autonomous and controlling reasons underlying the pursuit of achievement goals mediated, respectively, the relation of need for achievement and fear of failure to aspects of learning outcomes.
Autonomous and controlling reasons underlying achievement goals could further explain learners' functioning in achievement settings.
成就动机的层级模型假定，成就目标将成就动机（即成就需求和对失败的恐惧）导向动机结果。然而，对于追求成就目标背后的自主和控制原因是否能作为成就动机与结果之间的额外路径，我们知之甚少。
我们检验了掌握趋近目标、成绩趋近目标和成绩回避目标及其背后的自主和控制原因是否能共同解释成就动机（即对失败的恐惧和成就需求）与学习策略之间的关系（研究1）。此外，我们考察了学习者主导成就目标背后的自主和控制原因是否能解释成就动机与学习策略和作弊等教育结果之间的联系（研究2）。
分别有606名希腊青少年学生（年龄均值=15.05，标准差=1.43）和435名大学生（年龄均值=20.51，标准差=2.80）参与了研究1和研究2。
在两项研究中，均采用相关设计，并通过路径模型检验假设。
追求成就目标背后的自主和控制原因分别介导了成就需求和对失败的恐惧与学习结果各方面之间的关系。
成就目标背后的自主和控制原因能够进一步解释学习者在成就情境中的表现。
