TY - CHAP
T1 - Improving performance in an ongoing learning endeavor
T2 - The complementary roles of approach-goal orientations as explained by interest and effort
AU - Hirschfeld, Robert R.
AU - McNatt, D. Brian
PY - 2008
Y1 - 2008
N2 - To better understand what accounts for different responses among individuals in a learning endeavor, we investigated general approach-goal orientations as predictors. In particular, we focused on approach-goal orientations, which all entail "approach" motivation or a desire to attain some measure of success. In doing so, we adopted a multiple goal orientation perspective, which proposes that high levels of different goal orientations may be adaptive and that multiple pathways from goal orientations to positive outcomes may exist. Although general learning and performance orientations have been researched together in a number of other studies, we added achievement orientation because of its likely relevance for engendering performance-enhancing motivational states. We also designated interest and effort as mechanisms through which the three approach-goal orientations would facilitate improved performance in a learning endeavor. We obtained data from first-year students in a freshman-level course at a major university, including SAT scores as a measure of cognitive ability. Participants completed the measures of the approach-goal orientations two weeks after the beginning of the semester. Initial performance was measured four weeks into the semester, and one day later respondents received objective feedback on their first-exam performance. Interest and effort were measured six weeks into the semester. Finally, subsequent performance was measured eight weeks into the semester. We obtained complete data from 151 out of 171 potential respondents, for a response rate of 84%. The results of structural equations analyses generally supported our proposed model, in which initial performance was taken into account as a predictor of subsequent performance. Cognitive ability (ß = .26) and achievement orientation (ß = .26) contributed to greater initial performance. Initial performance (ß = .24), achievement orientation (ß = .27), and learning orientation (ß = .17) contributed to greater interest. Then, interest (ß = .66), together with achievement (ß = .31) and performance orientations (ß = .19), was associated with greater effort. Finally, effort was the ultimate mechanism through which all three approach-goal orientations, and interest, were associated with improved performance. Overall, the results support a multiple goal orientation perspective. Yet, among the four exogenous factors, cognitive ability and achievement orientation played the greatest roles in facilitating initial performance and improved performance.
AB - To better understand what accounts for different responses among individuals in a learning endeavor, we investigated general approach-goal orientations as predictors. In particular, we focused on approach-goal orientations, which all entail "approach" motivation or a desire to attain some measure of success. In doing so, we adopted a multiple goal orientation perspective, which proposes that high levels of different goal orientations may be adaptive and that multiple pathways from goal orientations to positive outcomes may exist. Although general learning and performance orientations have been researched together in a number of other studies, we added achievement orientation because of its likely relevance for engendering performance-enhancing motivational states. We also designated interest and effort as mechanisms through which the three approach-goal orientations would facilitate improved performance in a learning endeavor. We obtained data from first-year students in a freshman-level course at a major university, including SAT scores as a measure of cognitive ability. Participants completed the measures of the approach-goal orientations two weeks after the beginning of the semester. Initial performance was measured four weeks into the semester, and one day later respondents received objective feedback on their first-exam performance. Interest and effort were measured six weeks into the semester. Finally, subsequent performance was measured eight weeks into the semester. We obtained complete data from 151 out of 171 potential respondents, for a response rate of 84%. The results of structural equations analyses generally supported our proposed model, in which initial performance was taken into account as a predictor of subsequent performance. Cognitive ability (ß = .26) and achievement orientation (ß = .26) contributed to greater initial performance. Initial performance (ß = .24), achievement orientation (ß = .27), and learning orientation (ß = .17) contributed to greater interest. Then, interest (ß = .66), together with achievement (ß = .31) and performance orientations (ß = .19), was associated with greater effort. Finally, effort was the ultimate mechanism through which all three approach-goal orientations, and interest, were associated with improved performance. Overall, the results support a multiple goal orientation perspective. Yet, among the four exogenous factors, cognitive ability and achievement orientation played the greatest roles in facilitating initial performance and improved performance.
KW - Academic performance
KW - Achievement motivation
KW - Cognitive ability
KW - Effort
KW - Goal orientation
KW - Interest
KW - Learning
KW - Performance improvement
UR - http://www.scopus.com/inward/record.url?scp=84892110454&partnerID=8YFLogxK
M3 - Chapter
AN - SCOPUS:84892110454
SN - 9781604563726
SP - 161
EP - 182
BT - Applied Psychology Research Trends
ER -