Predicting Performance With a Task-Based Behavioral Measure of Achievement Goals

• In Event: Roundtable Session 84
  In Roundtable Session: Sources and Consequences of Achievement Goals

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 tests a behavioral measure of achievement goals embedded within a typical classroom task. Results show behavioral goals predict performance on the task, while self-reported goals do not. Both behavioral goals and self-reported goals predict quarterly grades, and self-reported goals predict performance approach behavioral goals. This supports the viability of a behavioral measure and suggests goals students adopt at a task level may be different but related to their general class goals. Such complementary measures may improve understanding of how achievement goals relate to student behavior, goal adoption, and academic achievement.

Authors

• J. Elizabeth Richey, University of Pittsburgh

• Matthew L. Bernacki, University of Pittsburgh

• Daniel M. Belenky, Carnegie Mellon University

• Timothy James Nokes-Malach, University of Pittsburgh