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Different Goals, Different Pathways to Success: Performance-approach Goals as Direct and Mastery-approach Goals as Indirect Predictors of Grades in Mathematics

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dc.contributor.author Mouratidis, Athanasios
dc.contributor.author Michou, Aikaterini
dc.contributor.author Demircioglu, Ayse Nur
dc.contributor.author Sayıl, Melike
dc.date.accessioned 2019-06-28T11:42:52Z
dc.date.available 2019-06-28T11:42:52Z
dc.date.issued 2018
dc.identifier.issn 1041-6080
dc.identifier.issn 1873-3425
dc.identifier.uri https://doi.org/10.1016/j.lindif.2017.11.017
dc.identifier.uri http://hdl.handle.net/20.500.12485/335
dc.description.abstract In this study, we aimed to investigate the different routes through which perceived goal structures, and in turn mastery-approach and performance-approach goals in mathematics, predict subsequent academic performance. Path analyses with a sample of Turkish adolescents (N = 369; 49.1% males; M-age = 16.67 years, SD = 1.85) revealed two distinct paths. After controlling for mid-year grades, we found perceived mastery goal structures to relate (positively) to mastery-approach goals, which in turn positively predicted end-year grades through challenge seeking. In contrast, perceived performance goal structures related positively to both performance approach and performance-avoidance goals with the former directly predicting higher end-year grades, and the latter being related negatively to challenge seeking. These findings imply that there may exist different paths that can predict academic performance. en_US
dc.description.sponsorship Scientific and Technological Research Council of Turkey (TUBITAK) en_US
dc.language.iso en en_US
dc.publisher ELSEVIER SCIENCE BV, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS en_US
dc.subject Psychology en_US
dc.subject Psychology, Educational en_US
dc.title Different Goals, Different Pathways to Success: Performance-approach Goals as Direct and Mastery-approach Goals as Indirect Predictors of Grades in Mathematics en_US
dc.type Article en_US
dc.relation.journal Learning and Individual Differences
dc.contributor.authorID 0000-0002-3512-9758
dc.identifier.startpage 127
dc.identifier.endpage 135
dc.identifier.volume 61


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