Academic, Social, and Well-Being Goals in the Classroom: Interplay Between Multiple Goals and Self-Regulatory Processes

• In Event: Learning Processes and Strategies, Motivation, and Metacognition

Abstract

The purpose of this study was to explore the complex interplay between multiple goals, self-regulatory processes, and their joint influences on academic, social, and well-being outcomes. We estimated multiple parallel mediator models using a bootstrapping approach (N = 375). When students perceived their goals to be conflicting with each other, they were more likely to demonstrate lower achievement, weaker sense of belonging, and higher burnout. In contrast, when students perceived their goals to be facilitating each other, they were more likely to self-regulate their motivation, which in turn led to higher achievement, stronger sense of belonging, and lower burnout. Taken together, the findings shed preliminary light on the importance of considering multiple goals when examining students’ self-regulatory processes.

Authors

• Yeo-eun Kim, Washington University in St. Louis

• Shirley L. Yu, The Ohio State University

• Christopher A. Wolters, The Ohio State University

• Ann A. O'Connell, The Ohio State University