Achievement goals and academic achievement: A closer look at moderating factors |
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| Institution: | 1. Department of Psychology, Technical University Dortmund, Emil-Figge-Straße 50, 44227 Dortmund, Germany;2. Department of Psychology, Heidelberg University, Hauptstraße 47-51, 69117 Heidelberg, Germany;1. Department of Psychology, University of Trier, Germany;2. Department of Education and Psychology, Free University of Berlin, Germany;3. Berlin-Brandenburg Institute for School Quality, Germany |
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| Abstract: | Two recently published meta-analyses (Huang, 2012, Hulleman et al., 2010) have focused on the association between achievement goals and achievement outcomes. These meta-analyses differed to some extent, e.g., regarding the identified moderators. The present meta-analysis serves to clarify those heterogeneous findings by considering more studies through 2011 and by considering more moderators. Our literature search identified 180 publications (N = 81 947). Analyses (using random effects models) revealed small but significant associations between achievement goals and achievement outcomes (r = ?.12 to r = .13; all ps < .01; global performance goals: r = .01, p > .05). The results of the present moderator analyses differed from those of the previous meta-analyses. For example, in contrast to Huang (2012), we were able to find several moderators of the association between performance-approach goals and academic achievement. The results have several important implications, especially regarding the assessment of achievement goals. |
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| Keywords: | Achievement goals Achievement Performance Meta-analysis |
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