Achievement goals show small consistent correlations with academic achievement, positive for approach goals and negative for avoidance goals¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Mastery approach goals correlate between r = .10 and r = .14 with grades and test performance across meta-analyses. → Detlef Urhahne · Lisette Wijnia 2023 q3 i1 Performance avoidance goals show negative correlations with academic achievement ranging from r = −.12 to r = −.22. → Detlef Urhahne · Lisette Wijnia 2023 (2)

Evidence¶

Detlef Urhahne · Lisette Wijnia 2023¶

Detlef Urhahne · Lisette Wijnia. (2023). Theories of Motivation in Education: an Integrative Framework. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09767-9

q3 · i1 · theoretical · r3

Meta-analytic overview reported in the achievement goal theory section, described as remarkably consistent, found "Mastery approach goals correlate between r = .10" and r = .14 "with grades and test performance."

"Mastery approach goals correlate between r = .10 (Baranik et al., 2010; Huang, 2012; Richardson et al., 2012) and r = .14 (Burnette et al., 2013; Van Yperen et al., 2014) with grades and test performance."

Detlef Urhahne · Lisette Wijnia 2023 (2)¶

Detlef Urhahne · Lisette Wijnia. (2023). Theories of Motivation in Education: an Integrative Framework. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09767-9

q3 · i1 · theoretical · r3

The same meta-analytic section reports "Negative associations were also found between performance avoidance goals and academic achievement" ranging from r = − .12 to r = − .22.

"Negative associations were also found between performance avoidance goals and academic achievement with values ranging from r = − .12 (Murayama & Elliot, 2012; Wirthwein et al., 2013) to r = -.22 (Burnette et al., 2013)."

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Mastery goals correlate positively (r = .17) and performance-avoidance goals negatively (r = −.17) with mathematics achievement, while performance-approach goals barely do — related
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — a broader claim this one bears on
• Teacher support correlates with mastery-approach and performance-approach goals and engagement, but not with avoidance-oriented goals — related
• Mastery-approach, performance-approach, and performance-avoidance goals positively predict engagement, while mastery-avoidance goals do not, in AI-assisted English learning — related
• The meta-analytic correlation between growth mind-set and academic achievement is weak (r = .10) — related
• Mastery and performance-approach goals positively predict self-efficacy while performance-avoidance goals negatively predict it across all three grade levels — related
• Statistically significant differences in approaches to learning can constitute small effects of little theoretical or practical importance — related
• Mathematics self-concept correlates strongly with mathematics achievement (r = .43), while verbal self-concept barely does (r = .12) — related
• Mastery-approach goals are positively related to time management, while performance-approach relations are inconsistent and performance-avoidance goals show no association — related
• Mastery-approach goals are negatively related to anxiety (r = −.10) across 34 samples — related
• Work-avoidance goals are particularly related to negative activity emotions — related
• Implicit theories of ability predict achievement goals, with performance goals mediating or suppressing entity theory effects on math performance — a narrower finding that bears on this claim
• Trait test anxiety predicts performance-based goals, and in a path model state anxiety and worry, but not emotionality, link performance-avoidance goals to lower exam performance — a narrower finding that bears on this claim
• Teachers' growth mindset is unrelated to performance-approach goals, performance-avoidance goals, teachers' test performance, and student achievement — related