Learning Achievement Goals and Personality Orientation in the Structure of Learning Motivation of Adolescents

248

Abstract

Learning motivation is a complex structure, which includes not only motives, but also other components. Today, more and more researchers are studying the constructs included in the structure of learning motivation. The paper presents results of a study (N=342) aimed at exploration of the educational achievement goals (3x2 model of Elliot’s achievement goal theory) and personality orientation (L.I. Bozhovich conception) and their connection with learning motivation of older adolescents. The sample consists of school students (N=175) and college students (N=167), 140 males and 202 females. 3x2 Achievement Goal Questionnaire, Bass Orientation Inventory and Academic Motivation Scale for Schoolchildren are used. According to the results obtained the learning achievement goals and personality orientation are connected with other constructs of educational motivation of older adolescents. The desire to learn with pleasure, solve difficult tasks and to develop is most characteristic of students with task-based personality orientation. Amotivation, the desire to perform better than others, achieve respect from parents is mostly characteristic of students with self-based orientation. Interaction orientation has negative correlation with motivation for achievement, for self-development and with task-approach goals, task-avoidance goals, other-approach goals, other-avoidance goals. College students demonstrate higher learning motivation, achievement motivation and self-development motivation compering to school students. Males demonstrate higher level of amotivation than females.

General Information

Keywords: learning motivation, learning activity, achievement goals in education, personality orientation

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2022140202

Received: 12.07.2022

Accepted:

For citation: Nikitskaya M.G. Learning Achievement Goals and Personality Orientation in the Structure of Learning Motivation of Adolescents [Elektronnyi resurs]. Psychological-Educational Studies, 2022. Vol. 14, no. 2, pp. 19–31. DOI: 10.17759/psyedu.2022140202. (In Russ., аbstr. in Engl.)

References

  1. Vartanova I.I. Izuchenie lichnosti podrostkov v uchebnoi deyatelnosti [Study on Personality of Adolescents in Education] [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2003, no. 1, pp. 8–14. (In Russ.).
  2. Gordeeva T.O., Sychev O.A., Gizhitskii V.V., Gavrichenkova T.K. Shkali vnutrennei i vneshnei uchebnoi motivacii shkolnikov [Intrinsic and Extrinsic Academic Motivation Scale for Schoolchildren] [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2017. Vol. 22, no. 2, pp. 65–74. DOI:10.17759/pse.2017220206 (In Russ.).
  3. Gordeeva T.O., Sychev O.A. Straterii samomotivacii: kachestvo vnutrennego dialoga vazhno dlya blagopoluchiya i akademicheskoi uspeshnosti [Self-Motivation Strategies: The Quality of Internal Dialogue Is Important for Well-Being and Academic Success Psychological Science and Education] [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 5. DOI:10.17759/pse.2021260501 (In Russ.).
  4. Ishmuratova Yu.А., Potanina А.М., Bondarenko I.N. Vklad osoznannoy samoregulyacii, vovlechennosti i motivacii vakademicheskuyu uspevaemost shkolnikov v raznie periodi obucheniya [Impact of Conscious Self-Regulation, Engagement and Motivation on Academic Performance of Schoolchildren During Different Periods of Study] [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 5, pp. 17–29. DOI:10.17759/pse.2021260502 (In Russ.).
  5. Leontiev A.N. Deyatelnost. Soznanie. Lichnost [Activity. Consciousness and Personality]. Moscow: Polizdat, 1975. 129 p. (In Russ.).
  6. Leont’ev D.A., Klein K.G. Kachestvo motivatsii i kachestvo perezhivanii kak kharakteristiki uchebnoi deyatel’nosti [The quality of motivation and the quality of experiences as characteristics of learning activity]. Vestnik Moskovskogo Universiteta. Seriya 14: Psikhologiya = Moscow University Psychology Bulletin, 2018, no. 4, pp. 106–119. DOI:10.11621/vsp.2018.04.106 (In Russ.).
  7. Neimark M.S., Tolstykh N.N. Napravlennost’ lichnosti: vzglyad iz 2012 goda [Elektronnyi resurs] [Personality orientation: a view from 2012]. Vestnik Sankt-Peterburgskogo universiteta. Seriya 16. Psikhologiya. Pedagogika [Bulletin of St. Petersburg University. Series 16. Psychology. Pedagogy], 2013. Vol. 1, pp. 5–13. URL: https://cyberleninka.ru/article/n/napravlennost-lichnosti-vzglyad-iz-2012-goda (Accessed 29.11.2021) (In Russ.).
  8. Nikitskaya M.G. Issledovaniya tselei dostizheniya i napravlennosti v kontekste uchebnoi motivatsii [Study on Achievement Goals and Directionality in the Context of Learning Motivation] [Elektronnyi resurs]. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology, 2019. Vol. 8, no. 2, pp. 2635. DOI:10.17759/jmfp.2019080203 (In Russ.).
  9. Nikitskaya M.G., Uglanova I.L. Russkoyazichnaia versiya oprosnika tseley uchebnih dostizheniy: razrabotka, validizaciya i issledovanie funkcionalnih vozmozhnostei [The Russian Version of the Educational Achievement Goal Questionnaire: Development, Validation and Research of Functionality Psychological Science and Education] [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 5, pp. 67–84. DOI:10.17759/pse.2021260506 (In Russ.).
  10. Tolstykh N.N., Fyodorov V.V., Kharchenko М.А., Pogodina А.V., Babanin P.А. “Indeks uchebnogo interesa”: test-oprosnik dlya diagnostiki uchebnoy motivacii podrostkov [“Learning Interest Index”: An Inventory Test for Assessing Learning Motivation in Adolescents] [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 5, pp. 54–66. DOI:10.17759/pse.2021260505 (In Russ.).
  11. Heckhausen H. Motivatsija i deyatelnost. V dvuh tomah. Pedagogika, 1986. (In Russ.).
  12. Shlyapnikov V.N. Vzaimosvyaz volevoi regulyacii i akademicheskoi uspevaemosti studentov vuzov [Relationship Between Volitional Regulation and Academic Achievements in University Students] [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 1, pp. 66–75. DOI:10.17759/pse.2021260104 (In Russ.).
  13. Ariani D.W. How achievement goals affect students' well-being and the relationship model between achievement goals, academic self-efficacy and affect at school. Journal of Applied Research in Higher Education, 2021. DOI:10.1108/JARHE-08-2020-0273
  14. Bass B.M. Social Behavior and the Orientation Inventory: a Review. Psychological Bulletin, 1967. Vol. 68, no. 4, pp. 260–292.
  15. Durmic A. Achievement Goals: Conceptual Models and Results of Researching the Outcomes. Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje, 2020. Vol. 22, no. 1, pp. 115–141. DOI:10.15516/cje.v22i1.3517
  16. Elliot A.J. Handbook of approach and avoidance motivation. Psychology Press Taylor & Francis Group. New York, 2008. 682 p.
  17. Elliot A.J., Murayama K., Pekrun R. A 3x2 Achievement Goal Model. Journal of Educational Psichology, 2011. Vol. 103, no. 3, pp. 632–648. DOI:10.1037/a0023952
  18. Garcia-Romero C., Mendez-Gimenez A., Cecchini-Estrada J.A. Predictive role of 3x2 achievement goals on the need for autonomy in Physical Education. Sportis-Scientific Technical Journal of School Sport Physical Education and Psichomotricity, 2020. Vol. 6, no. 1, pp. 2–17. DOI:10.17979/sportis.2020.6.1.5799
  19. Hunsu N., Oje A.V., Jackson A., Olaogan O.P. Examining Approach and Avoidance Valencesof the 3x2 Achievement Goal Types on an Engineering Student Sample: A Validity Approach. Front Psychol, 2021. Vol. 12:628004, pp. 1–12. DOI:10.3389/fpsyg.2021.628004
  20. Mascret N., Elliot A.J., Cury F. The 3×2 Achievement Goal Questionnaire for Teachers. Educational Psychology, 2017. Vol. 37, no. 3, pp. 346–361. DOI:10.1080/01443410.2015.1096324
  21. Pedditzi M.L. Motivation to Learn: Achievement Goals, Self-Efficacy and Classroom Social Climate in Secondary School. International Journal of School and Cognitive Psychology, 2014. Vol. 1, no. 3. DOI:10.4172/2469-9837.1000114

Information About the Authors

Maria G. Nikitskaya, PhD Student, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5803-8795, e-mail: maria.nikitskaya@gmail.com

Metrics

Views

Total: 740
Previous month: 32
Current month: 38

Downloads

Total: 248
Previous month: 6
Current month: 14