Cognitive motivational processes mediated by achievement goal tendencies

Abstract

Cognitive motivational processes mediated by achievement goal tendencies were examined based on Dweck's model. To conduct this study, three instruments were constructed in order to measure achievement goal tendencies, conceptions of ability and effort, and learning behavior. These were administered to 182 junior high school students. As the first step of data analysis, factor analyses for three measures were conducted for each of the respective measurement. Concerning achievement goal tendencies, two kinds of performance goal tendencies were found in addition to learning goal tendency. Also, three conceptions of ability and effort were detected: effort centered, ability centered and ability-effort relativity conception. As for learning behavior, two factors were extracted: noncompetition-competition oriented learning and comprehension-rote oriented learning. Second, by using path analysis, a new motivational model composed of four levels was examined: conceptions of ability and effort→achievement goal tendencies→learning behavior→school achievement. Through this analysis, the characteristics of three achievement goal tendencies were revealed.