PERCEPTIONS OF CONTEXTUAL ACHIEVEMENT GOALS: CONTRIBUTION TO HIGH-SCHOOL STUDENTS’ ACHIEVEMENT GOAL ORIENTATION, STRATEGY USE AND ACADEMIC ACHIEVEMENT

• Published in: Studia psychologica Vol. 56; no. 2; pp. 137 - 153
• Main Authors: Zubkovic, Barbara Roncevic, Kolic-Vehovec, Svjetlana
• Format: Journal Article
• Language: English
• Published: Bratislava Institute of Experimental Psychology, Slovak Academy of Sciences 01.01.2014
• Subjects: Academic achievement; Behavior; Children & youth; Endorsements; Learning; Objectives; Perceptions; Students; Studies
• ISSN: 0039-3320; 2585-8815
• DOI: 10.21909/sp.2014.02.656

This paper aims to explore the effects of contextual goals, defined as perceived parents' and teachers' goals, and classroom goal structures, on high school students' personal achievement goal orientations; and to examine the effects of personal and perceived contextual goals on reading and learning strategies, and self-handicapping behavior, as well as their effect on academic achievement. High school students completed the questionnaires assessing goal orientations and strategies. Their GPA at the end of the school year was also recorded. The results of the study showed that perceived contextual goals were significant predictors of students' corresponding personal goal orientations, although the results were not clear cut. Perceived contextual performance goals also predicted students' work-avoidance goal orientation and self-handicapping behavior that was related to lower academic achievement. On the other hand, contextual mastery goals, especially parents' mastery goals, had significant effects on employment of deep learning and reading strategies.