Publication Date
2014
Document Type
Thesis
Committee Members
Nathan Bowling (Committee Member), Ion Juvina (Committee Member), Debra Steele-Johnson (Advisor)
Degree Name
Master of Science (MS)
Abstract
The current study examined the interactive effects of goal orientations (the tendencies of an individual to set specific types of goals, i.e., learning or performance goals), and self-efficacy (an evaluation of one's own competence on a task) on self-set goal levels and performance in an academic context. Past research has found that learning goal orientation and self-efficacy are both positively related to the difficulty of self-selected goals and to performance whereas avoid-performance goal orientation is negatively associated with both the difficulty of self-set goals and performance. The current study found that learning goal orientation and self-efficacy were positively related to academic performance in the context of low avoid-performance goal orientation. Further, the study provides evidence of conceptual overlap between the concepts of learning goal orientation and self-efficacy and has practical implications for the implementation of motivation-focused training programs.
Page Count
83
Department or Program
Department of Psychology
Year Degree Awarded
2014
Copyright
Copyright 2014, all rights reserved. This open access ETD is published by Wright State University and OhioLINK.
