Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18197
Title: Predicting Singapore students’ achievement goals in their English study: Self-construal and classroom goal structure
Authors: Luo, Wenshu
Hogan, David
Paris, Scott G.
Keywords: Achievement goals
Self-construal
Classroom goal structure
Issue Date: 2011
Citation: Luo, W., Hogan, D., & Paris, S. G. (2011). Predicting Singapore students’ achievement goals in their English study: Self-construal and classroom goal structure. Learning and Individual Differences, 21(5), 526-535. http://dx.doi.org/10.1016/j.lindif.2011.07.002
Abstract: This study examined the role of self-construal and classroom goal structure in predicting Singapore secondary students' achievement goals in their English study. Students from 104 classes were administered surveys of achievement goals, classroom goal structure, English self-concept, and self-construal. The results of two-level hierarchical linear modeling showed that after controlling for gender, previous English achievement, and English self-concept, interdependent self-construal significantly predicted mastery approach and avoidance goals, while independent self-construal was associated with performance approach, performance avoidance, and mastery approach goals. Mastery classroom goal structure predicted mastery approach and avoidance goals, whereas performance classroom goal structure predicted performance approach and avoidance goals as well as mastery avoidance goals. In addition, students with interdependent self-construal in classrooms with a performance focus were more likely to endorse mastery approach, mastery avoidance, and performance avoidance goals, while students with independent self-construal in classrooms with a performance focus tended to have performance approach goals. This study provides validation for the 2 × 2 framework of achievement goals, and advances our knowledge of how students adopt multiple goals. The findings are related to the educational achievement context of Singapore.
Description: This is the final draft, after peer-review, of a manuscript published in Learning and Individual Differences. The published version is available online at http://dx.doi.org/10.1016/j.lindif.2011.07.002
URI: http://hdl.handle.net/10497/18197
ISSN: 1041-6080 (online)
Other Identifiers: 10.1016/j.lindif.2011.07.002
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