UVM Theses and Dissertations
Format:
Print
Author:
Selkirk, Laura
Dept./Program:
Psychology
Year:
2010
Degree:
MA
Abstract:
The goals of this study were to examine the relations between classroom environment, students' personal goals, perceived competence, scholastic behavior, test anxiety and academic outcomes. Participants were recruited from large lecture-based classes at the University of Vermont. The majority of participants were recruited from introductory level psychology courses. Four hundred twenty-two participants completed the online survey: semester grades were available for 168 participants; exam grades were available for 160 participants. Forty-four percent of the participants were first year students, 32% were second year, 14% were third year, and 3.6% were seniors. The majority of participants were female (77.3%).
The data were analyzed using structural equation modeling in order to simultaneously test the hypothesized relations between the constructs under investigation. Perceptions of classroom goals were positively related to the personal goals that students endorse and those personal goals were related to students' levels of test anxiety and their final course grades. Personal performance avoidance goals also predicted students' final course grades. Neither type of personal goal predicted scholastic behavior or exam grades. In addition, avoidance goals did not predict students' levels of test anxiety.
Although the findings supported the connection between perceived classroom goals and personal goals, they did not support previously reported relations between personal goals and scholastic behavior or personal performance avoidance goals and test anxiety. It appears that personal academic goals might not add to the understanding of students' academic outcomes in the context of other self-perceptions and self-processes, such as test anxiety, perceived competence, and scholastic behavior. The findings suggest also that perceived competence needs to be included as a predictor in future studies of achievement. In addition, a more thorough investigation of the issues surrounding the current questionnaires used to measure performance approach and avoidance classroom and personal goals is needed.
The data were analyzed using structural equation modeling in order to simultaneously test the hypothesized relations between the constructs under investigation. Perceptions of classroom goals were positively related to the personal goals that students endorse and those personal goals were related to students' levels of test anxiety and their final course grades. Personal performance avoidance goals also predicted students' final course grades. Neither type of personal goal predicted scholastic behavior or exam grades. In addition, avoidance goals did not predict students' levels of test anxiety.
Although the findings supported the connection between perceived classroom goals and personal goals, they did not support previously reported relations between personal goals and scholastic behavior or personal performance avoidance goals and test anxiety. It appears that personal academic goals might not add to the understanding of students' academic outcomes in the context of other self-perceptions and self-processes, such as test anxiety, perceived competence, and scholastic behavior. The findings suggest also that perceived competence needs to be included as a predictor in future studies of achievement. In addition, a more thorough investigation of the issues surrounding the current questionnaires used to measure performance approach and avoidance classroom and personal goals is needed.