Poster #11 - Testing Assumptions of Dweck's Social-Cognitive Model of Achievement Motivation in Science: A Latent-Interaction Modeling Study

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-1 - Exploring Motivational Constructs in Authentic Academic Settings

Abstract

Dweck’s social-cognitive model has long been used as a basis for achievement motivation research, but studies often failed to empirically support the moderating role of perceived competence in the relation between achievement goals and achievement-related outcomes. The current study tested this theoretical model in a science context. A latent moderated structural approach was used to examine the relations among implicit theories of intelligence, perceived competence, achievement goals, and achievement-related outcomes in science, using a sample of undergraduates (N = 1,036). Differential patterns of structural relations were found depending on achievement goal types, but none of the latent interaction effects between perceived competence and achievement goals were significant. Consistencies and inconsistencies of the current findings with theoretical expectations are discussed.

Authors

• You-kyung Lee, Sookmyung Women's University

• Emily Bovee, Michigan State University

• Yuanyuan Yue, Old Dominion University

• Tony Perez, Old Dominion University

• Lisa Linnenbrink-Garcia, Michigan State University