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Examining the self-congruent engagement hypothesis: the link between academic self-schemas, motivational goals, learning approaches and achievement within an academic year.
- Source :
- Educational Psychology; Sep2014, Vol. 34 Issue 6, p730-762, 33p
- Publication Year :
- 2014
-
Abstract
- Academic self-schemas are important cognitive frames capable of guiding students’ learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches, learning attitudes and achievement levels in learning mathematics. Students completed a survey and attempted an achievement test at the beginning and close to the end of the academic year. Two hypotheses in relation to the notion of self-engagement congruence were examined. The first hypothesis assumes that students holding a specific academic self-schema will maintain a pattern of engagement and achievement congruent with their specific self-conception over time. The second hypothesis postulates that a change in academic self-schemas will be associated with a corresponding shift in students’ engagement and achievement patterns. Cluster analyses provided clear evidence supporting these two hypotheses. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 01443410
- Volume :
- 34
- Issue :
- 6
- Database :
- Complementary Index
- Journal :
- Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- 97239973
- Full Text :
- https://doi.org/10.1080/01443410.2013.832151