MARC details
| 000 -LEADER |
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| fixed length control field |
02372nam a2200241Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
180926s2017 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Sommet, Nicolas. |
| 245 #0 - TITLE STATEMENT |
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| Title |
Achievement goals, reasons for goal pursuit, and achievement goal complexes as predictors of beneficial outcomes : |
| Remainder of title |
is the influence of goals reducible to reasons? / |
| Statement of responsibility, etc. |
Nicolas Sommet, Andrew J. Elliot |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Date of publication, distribution, etc. |
November 2017 |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Number of part/section of a work |
109 : 8, page 1141-1162 |
| Title |
Journal of Educational Psychology |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
In the present research, we proposed a systematic approach to disentangling the shared and unique variance explained by achievement goals, reasons for goal pursuit, and specific goal-reason combinations (i.e., achievement goal complexes). Four studies using this approach (involving nearly 1,800 participants) led to 3 basic sets of findings. First, when testing goals and reasons separately, mastery (-approach) goals and autonomous reasons explained variance in beneficial experiential (interest, satisfaction, positive emotion) and self-regulated learning (deep learning, help-seeking, challenging tasks, persistence) outcomes. Second, when testing goals and reasons simultaneously, mastery goals and autonomous reasons explained independent variance in most of the outcomes, with the predictive strength of each being diminished. Third, when testing goals, reasons, and goal complexes together, the autonomous mastery goal complex explained incremental variance in most of the outcomes, with the predictive strength of both mastery goals and autonomous reasons being diminished. Comparable results were observed for performance (-approach) goals, the autonomous performance goal complex, and performance goal-relevant outcomes. These findings suggest that achievement goals and reasons are both distinct and overlapping constructs, and that neither unilaterally eliminates the influence of the other. Integrating achievement goals and reasons offers the most promising avenue for a full account of competence motivation. |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Achievement goal complex. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Achievement goal. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Autonomous and controlled reason. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Self-determination theory. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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| Cataloger's initials, CIN (RLIN) |
82370 |
| First Date, FD (RLIN) |
140733 |
