Goal orientations predict academic performance beyond intelligence and personality

被引：85

作者：

Steinmayr, Ricarda ^{[1
]}

Bipp, Tanja ^{[2
]}

Spinath, Birgit ^{[3
]}

机构：

[1] Univ Marburg, Dept Psychol, D-35032 Marburg, Germany

[2] Eindhoven Univ Technol, NL-5600 MB Eindhoven, Netherlands

[3] Univ Heidelberg, D-6900 Heidelberg, Germany

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2011年 / 21卷 / 02期

关键词：

Academic achievement; Intelligence; Big Five; Goal orientations; ACHIEVEMENT-MOTIVATION; SCHOOL-ACHIEVEMENT; 5-FACTOR MODEL; STUDENTS; ABILITY; DOMAIN;

D O I：

10.1016/j.lindif.2010.11.026

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Goal orientations are thought to be an important predictor of scholastic achievement. The present paper investigated the joint influence of goal orientations, intelligence, and personality on school performance in a sample of N=520 11th and 12th graders (303 female: mean age M=16.94 years). Intelligence, the Big Five factors of personality (Neuroticism, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness) as well as goal orientations (learning, performance-approach, -avoidance, and work-avoidance goals) were assessed. When school performance was regressed on all variables simultaneously, intelligence, Openness to Experience, Conscientious, and learning goals predicted school performance. Learning goals additionally partially mediated the association of Openness to Experience and Conscientious, respectively, with GPA. Results are discussed with regard to the importance of goal orientations in academic settings. (C) 2010 Elsevier Inc. All rights reserved.

引用

页码：196 / 200

页数：5

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