Relating a Task-Based, Behavioral Measure of Achievement Goals to Self-Reported Goals and Performance in the Classroom

Relating a Task-Based, Behavioral Measure of Achievement Goals to Self-Reported Goals and Performance in the Classroom J. Elizabeth Richey (jes1235@pitt.edu) 1 Matthew L. Bernacki (matt.bernacki@unlv.edu) 2 Daniel M. Belenky (dbelenky@andrew.cmu.edu) 3 Timothy J. Nokes-Malach (nokes@pitt.edu) 1 Department of Psychology, Learning Research and Development Center, 3939 O’Hara St. University of Pittsburgh, Pittsburgh, PA 15260 USA Department of Educational Psychology & Higher Education, CEB 311 Las Vegas, NV 89154 USA Human-Computer Interaction Institute, 2602H Newell Simon Hall, 5000 Forbes Avenue Pittsburgh, PA 15213 USA approach, and performance avoidance (Elliot & McGregor, 2001). Performance-approach goals are associated with a mixture of positive behaviors such as effort and persistence, and negative feelings and behaviors such as shallow processing and test anxiety (Elliot, McGregor, & Gable, 1999; Elliot & McGregor, 2001). They positively predict classroom achievement measured by tests and grades in a subset of studies, while other studies have shown no relationship (Hulleman et al., 2010; Linnenbrink-Garcia, Tyson, & Patall, 2008). In contrast, performance-avoidance goals are consistently associated with negative feelings such as test anxiety; negative behaviors such as disorganization and shallow processing; and negative achievement outcomes (Elliot & McGregor, 2001; Elliot, McGregor, & Gable, 1999;). Mastery-approach goals have consistently been associated with greater interest, more enjoyment of the learning process, and productive learning behaviors such as deeper processing and persistence (Elliot, McGregor, & Gable, 1999). As with performance-approach goals, there is mixed evidence for their relationship to classroom achievement (i.e., tests and grades). Recent reviews of the literature have found positive associations with achievement for only a subset of the studies reviewed, while other studies have shown no relationship (Hulleman et al., 2010; Linnenbrink-Garcia, Tyson, & Patall, 2008). Like performance-approach goals, mastery-avoidance goals have been associated with positive behaviors including engagement and help-seeking as well as negative feelings and behaviors such as test anxiety, disorganization, and surface processing (Elliot & McGregor, 2001). Most of the achievement goal data collected in classroom settings has relied on self-report questionnaires (Linnenbrink-Garcia, Tyson, & Patall, 2008). Although many achievement goal scales are reliable (Hulleman et al., 2010), self-report measures are subject to many Abstract Achievement goals are a powerful construct for understanding students’ classroom experiences and performance, yet most work examining achievement goals relies on self-report measures gathered through questionnaires. The current work aims to assess achievement goals using a task choice embedded within a typical classroom activity. Results show the behavioral measure of achievement goals predicts performance on the task, while self-reported achievement goals do not. Self-reported achievement goals predict quarterly grades, while the behavioral measure of achievement goals does not. This work supports the viability of a behavioral measure and suggests the achievement goals that students adopt at a task level may be different from their general class achievement goals. Using complementary achievement goal measures may improve understanding of how achievement goals relate to student behaviors and academic achievement. Keywords: achievement goals; motivation; measurement; performance; learning Introduction In recent years, educational researchers have used achievement goals to predict behaviors and learning outcomes in academic environments (for reviews, see Hulleman, Schrager, Boddman, & Harackiewicz, 2010, and Linnenbrink-Garcia, Tyson, & Patall, 2008). Achievement goals are a construct defined by whether learners assess their competence using normative standards, i.e., judging achievement relative to others, or using intrapersonal standards, i.e., judging achievement relative to one’s self (Elliot & McGregor, 2001). These two types of goals have been labeled performance (normative) and mastery (intrapersonal) goals. Achievement goals are also defined by whether the learner strives to attain positive outcomes (approach goals) or evade negative outcomes (avoidance goals). Crossing these two dimensions produces four distinct goals: mastery approach, mastery avoidance, performance