An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement
Situating within the 2 × 2 model of achievement goals, this short-term study examined the central roles of tasks values, mastery-approach and mastery-avoidance goals, and academic engagement and disengagement in students’ future achievement outcome in mathematics. Enactive learning experience was al...
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| Format: | Article |
| Language: | English |
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PsychOpen GOLD/ Leibniz Institute for Psychology
2014-02-01
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| Series: | Europe's Journal of Psychology |
| Subjects: | |
| Online Access: | http://ejop.psychopen.eu/article/view/680 |
| _version_ | 1797968060120825856 |
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| author | Huy P. Phan |
| author_facet | Huy P. Phan |
| author_sort | Huy P. Phan |
| collection | DOAJ |
| description | Situating within the 2 × 2 model of achievement goals, this short-term study examined the central roles of tasks values, mastery-approach and mastery-avoidance goals, and academic engagement and disengagement in students’ future achievement outcome in mathematics. Enactive learning experience was also considered as antecedent of the mentioned variables. A sample of 262 (139 boys and 123 girls) 12th grade students participated in the study. Structural equation modelling analyses yielded some notable findings, such as temporally displaced effects of both mastery-approach and mastery-avoidance goal orientations on academic engagement and disengagement, respectively. The two types of mastery goals also influenced achievement in mathematics, whereas task values inversely related to academic disengagement. In general, from a decomposition of direct and indirect effects, it can be suggested that mastery goals exist in a central system that includes both antecedents and consequences. |
| first_indexed | 2024-04-11T02:41:04Z |
| format | Article |
| id | doaj.art-624fe2e067b74e519d7cdd23a11b4307 |
| institution | Directory Open Access Journal |
| issn | 1841-0413 |
| language | English |
| last_indexed | 2024-04-11T02:41:04Z |
| publishDate | 2014-02-01 |
| publisher | PsychOpen GOLD/ Leibniz Institute for Psychology |
| record_format | Article |
| series | Europe's Journal of Psychology |
| spelling | doaj.art-624fe2e067b74e519d7cdd23a11b43072023-01-02T19:03:54ZengPsychOpen GOLD/ Leibniz Institute for PsychologyEurope's Journal of Psychology1841-04132014-02-01101416610.5964/ejop.v10i1.680ejop.v10i1.680An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-DisengagementHuy P. Phan0School of Education, University of New England, AustraliaSituating within the 2 × 2 model of achievement goals, this short-term study examined the central roles of tasks values, mastery-approach and mastery-avoidance goals, and academic engagement and disengagement in students’ future achievement outcome in mathematics. Enactive learning experience was also considered as antecedent of the mentioned variables. A sample of 262 (139 boys and 123 girls) 12th grade students participated in the study. Structural equation modelling analyses yielded some notable findings, such as temporally displaced effects of both mastery-approach and mastery-avoidance goal orientations on academic engagement and disengagement, respectively. The two types of mastery goals also influenced achievement in mathematics, whereas task values inversely related to academic disengagement. In general, from a decomposition of direct and indirect effects, it can be suggested that mastery goals exist in a central system that includes both antecedents and consequences.http://ejop.psychopen.eu/article/view/680academic engagementacademic disengagementenactive learning experiencemastery goalstask values |
| spellingShingle | Huy P. Phan An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement Europe's Journal of Psychology academic engagement academic disengagement enactive learning experience mastery goals task values |
| title | An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement |
| title_full | An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement |
| title_fullStr | An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement |
| title_full_unstemmed | An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement |
| title_short | An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement |
| title_sort | integrated framework involving enactive learning experiences mastery goals and academic engagement disengagement |
| topic | academic engagement academic disengagement enactive learning experience mastery goals task values |
| url | http://ejop.psychopen.eu/article/view/680 |
| work_keys_str_mv | AT huypphan anintegratedframeworkinvolvingenactivelearningexperiencesmasterygoalsandacademicengagementdisengagement AT huypphan integratedframeworkinvolvingenactivelearningexperiencesmasterygoalsandacademicengagementdisengagement |