Goal self-concordance moderates the relationship between achievement goals and indicators of academic adjustment |
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| Authors: | Patrick Gaudreau |
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| Affiliation: | 1. University of Maryland, College Park, MD, USA;4. Helmut-Schmidt University, Hamburg, Germany;1. School of Business Administration, Guangdong University of Finance, Guangzhou, Guangdong, China;2. School of Management, Guangdong University of Technology, Guangzhou, Guangdong, China;3. Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, Guangdong, China;4. School of Business and Management, Shanghai International Studies University, Shanghai, China;5. Laboratory of Applied Brain and Cognitive Sciences, Shanghai International Studies University, Shanghai, China;6. Center for Functional Neuroimaging, University of Pennsylvania, Philadelphia, United States of America;7. School of Management, Zhejiang University, Hangzhou, China;1. Department of Counseling and Educational Psychology, Indiana University Bloomington, United States of America;2. Faculty of Social Sciences, Department of Political Science, The University of the West Indies, St. Augustine, Trinidad and Tobago;3. Counseling and Counseling Psychology Department, Arizona State University, United States of America;4. Center for Evaluation and Education Policy, Indiana University Bloomington, United States of America |
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| Abstract: | This study examined whether the good or bad outcomes associated with mastery- and performance-approach achievement goals depend on the extent to which these goals are pursued for self-concordant reasons. A sample of 220 undergraduate students completed measures of achievement goals, goal self-concordance, academic satisfaction, and academic anxiety before mid-term exams. A total of 115 participants completed a follow-up measure of their semester GPA. Results of moderated regressions revealed that mastery-approach goals were positively associated with academic satisfaction and performance, but only for students with high levels of mastery goal self-concordance. Performance-approach goals were also associated with higher performance, but only for students with high levels of performance goal self-concordance. Both types of goals were positively associated with anxiety for individuals with low levels of goal self-concordance. This study illustrates the importance of considering the joint influence of goal content and goal motivation in their association with consequential educational outcomes. |
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