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The longitudinal effects of achievement goals and perceived control on university student achievement

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Abstract

In the area of achievement motivation, students’ beliefs pertaining to achievement goals and perceived control have separately guided a large amount theoretical and empirical research. However, limited research has considered the simultaneous effects of goals and control on achievement. The purpose of this study was to examine primary and secondary control as potential mediators of the effects of mastery and performance goals on achievement, measured as final percentage in Introductory Psychology and GPA. The sample consisted of 224 first-year university students at a Canadian doctoral granting university. All participants completed two surveys and consented to release their grades to the researchers. We found that neither performance goals nor mastery goals had direct effects on achievement. However, performance goals had a positive indirect effect on achievement through primary control. Indirect effects also emerged for mastery goals, positively through primary control and negatively through secondary control. These results offer one explanation for the often-found non-significant relationship between mastery and achievement and are discussed in light of interventions aimed to modify goals and/or control and thereby increase achievement.

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Notes

  1. Several variations of mastery and performance goals exist (Hulleman et al. 2010). Researchers refer to the original division of mastery and performance goals as the dichotomous perspective (Dweck and Leggett 1988). In the trichotomous goals perspective, performance goals were divided into approach and avoidance components, and mastery remained a singular construct (Elliot and Church 1997). Shortly thereafter, mastery goals were also bifurcated into approach and avoidance dimensions resulting in a complete 2 × 2 mastery/performance by approach/avoidance

  2. It has become largely accepted that a direct effect between a predictor and criterion variable is not a prerequisite for conducting meditational analyses (e.g., MacKinnon et al. 2000; Shrout and Bolger 2002) and that examination of indirect effects can reveal important findings independent of direct effects (Judd and Kenny 2010; MacKinnon 2008; Zhao et al. 2010).

  3. The university at which this data was collected is focused on maximizing accessibility, thus there are occasionally students admitted with what would traditionally be considered very low high school averages.

  4. The finding that CFI = 1.00 and RMSEA = .00 does not mean that the model fits the data perfectly but rather reflects the fact that when the χ 2 value is smaller than the degrees of freedom, as was the case here, CFI is set to 1.00 and RMSEA is set to .00 (Kline 2005). In other words, this model does not show that χ 2 = 0, which would indeed suggest the model perfectly explained the data, but that the difference between χ 2 and the degrees of freedom is less than one and hence assumes the value of zero in the calculations of CFI and RMSEA (see Kline 2005 for a full explanation and the equations for CFI and RMSEA).

  5. Several of these speculations could be tested empirically by examining interaction effects, for example, between low vs. high achieving students or between primary and secondary control. We did not investigate these questions, however, because they were neither the intent of our analysis nor possible with the current sample size.

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Acknowledgments

This research was supported by a grant from the Social Science and Humanities Research Council of Canada (SHRCC) Initiatives in the New Economy (INE) program awarded to Dr. Raymond Perry (501-2002-0059), and by SSHRCC doctoral fellowships to Drs. Lia Daniels, Robert Stupnisky, and Tara Stewart.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada

    Lia M. Daniels

  2. Department of Psychology, University of Manitoba, 190 Dysart Rd, Winnipeg, MB, R3T 2 N2, Canada

    Raymond P. Perry

  3. Department of Educational Foundations and Research, University of North Dakota, 252 Education Building, Grand Forks, ND, 58202-7189, USA

    Robert H. Stupnisky

  4. Department of Psychology, Idaho State University, 921 S 8th Ave, Stop 8112, Pocatello, ID, USA

    Tara L. Stewart

  5. Community Health Sciences, University of Manitoba, 338K Isbister Building, Winnipeg, MB, R3T 2 N2, Canada

    Nancy E. G. Newall

  6. Faculty of Education, 256 St John’s College, University of Manitoba, Winnipeg, MB, R3T 2M5, Canada

    Rodney A. Clifton

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  1. Lia M. Daniels
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Additional information

Lia M. Daniels. Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada. E-mail: lia.daniels@ualberta.ca; Web site: www.ualberta.ca

Current themes of research:

Dr. Daniels studies how motivation in teachers and students influences outcomes such as grades, emotions, and cognitions.

Most relevant publications in the field of Psychology of Education:

Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N., & Pekrun, R. (2008). Individual differences in achievement goals: a longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608.

Daniels, L. M., Stewart, T. L., Stupnisky, R. H., Perry, R. P., & LoVerso, T. (2011). Relieving career anxiety and indecision: the role of undergraduate students’ perceived control and faculty affiliations. Social Psychology of Education, 14, 409–426

Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). Affective antecedents, mastery and performance goals, emotion outcomes, and academic attainment: testing a longitudinal model. Journal of Educational Psychology, 101, 948–963.

Raymond P. Perry. Department of Psychology, University of Manitoba, 190 Dysart Rd, Winnipeg, MB, R3T 2N2, Canada. E-mail: rperry@umanitoba.ca; Web site: www.umanitoba.ca

Current themes:

Dr. Perry is a distinguished professor of psychology with research focusing on mastery and learned helplessness in achievement settings.

Most relevant publications in the field of Psychology of Education:

Perry, R. P., Stupnisky, R. H., Hall, N. C., Chipperfield, J. G., & Weiner, B. (2010). Bad starts and better finishes in achievement settings: the role of attributional retraining in students’ transition to university. The Journal of Social and Clinical Psychology, 29(6), 668–700.

Robert H. Stupnisky. Teaching and Learning Department, University of North Dakota, 252 Education Building, Grand Forks, ND 58202-7189, USA. E-mail: robert.stupnisky@und.edu; Web site: www.education.und.edu

Current themes:

Dr. Stupnisky’s research focuses on psychosocial factors that affect individuals transitioning into new post-secondary educational settings.

Most relevant publications in the field of Psychology of Education:

Stupnisky, R. H., Haynes, T. L., Daniels, L. M., & Perry, R. P. (2011). When do students ask why? Examining the precursors and consequences of causal search among first-year college students. Contemporary Educational Psychology, 36, 201–211.

Stupnisky, R. H., Renaud, R. D., Daniels, L. M., Haynes, T. L., & Perry, R. P. (2008). The interrelation of first-year college students’ critical thinking disposition, perceived academic control, and academic achievement. Research in Higher Education, 49, 513–530.

Tara L. Stewart. Department of Psychology, Idaho State University, 921 S 8th Ave, Stop 8112 Pocatello ID, USA. E-mail: stewtara@isu.edu; Web site: www.isu.edu

Current themes:

Dr. Stewart studies social-psychological aspects of motivation, health, and aging.

Most relevant publications in the field of Psychology of Education:

Stewart, T. L., Chipperfield, J. G., Perry, R. P., & Weiner, B. (2012). Attributing illness to ‘old age:’ consequences of a self-directed stereotype for health and mortality. Psychology and Health, 27, 881–897.

Stewart, T. L. (nee Haynes), Heckhausen, J., Chipperfield, J. G., Perry, R. P., & Newall, N. E. (2009). Primary and secondary control strategies: Implications for health and well-being among older adults. Journal of Social and Clinical Psychology, 28, 165–196.

Nancy E. G. Newall. Community Health Sciences, University of Manitoba, 338K Isbister Building, Winnipeg, MB, R3T 2N2, USA. E-mail: N_Newall@umanitoba.ca; Web site: www.umanitoba.ca

Current themes:

Dr. Newall studies perceived control and loneliness in the elderly

Most relevant publications in the field of Psychology of Education:

Newall, N. E., Chipperfield, J. G., Bailis, D. S., & Stewart, T. L. (2013). Consequences of loneliness on physical activity and mortality in older adults and the power of positive emotions. Health Psychology. (in press)

Rodney A. Clifton. Faculty of Education, University of Manitoba, 256 St John’s College, Winnipeg, MB, R3T 2M5, USA. E-mail: clifton@umanitoba.ca; Web site: www.umanitoba.ca

Current themes:

Dr. Clifton is a senior scholar at the University of Manitoba and a leading expert on post-secondary education policy reform.

Most relevant publications in the field of Psychology of Education:

Zwaagstra, M. C., Clifton, R. A., & Long, J. C. (2010). What’s wrong with our schools and how can we fix them. Rowman & Littlefield.

Appendix

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Table 3 Achievement goals and control items
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Daniels, L.M., Perry, R.P., Stupnisky, R.H. et al. The longitudinal effects of achievement goals and perceived control on university student achievement. Eur J Psychol Educ 29, 175–194 (2014). https://doi.org/10.1007/s10212-013-0193-2

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