Date of Award
2001
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
The most influential approach to the study of achievement motivation in contemporary literature has been the achievement goal approach. Achievement motivation has been conceptualized by Elliot and colleagues (Elliot, 1997; 1999; Elliot & Church, 1997; Elliot & Harackiewicz, 1996; Elliot & McGregor, 1999; Elliot, McGregor, & Gable, 1999) as a hierarchical model in which achievement motives, need for achievement and, fear of failure, influence the adoption and pursuit of three distinct types of achievement goals (i.e., mastery, performance-approach, and performance-avoidance). Pursuit of these various achievement goals, in turn, directly predicts achievement-relevant outcomes. Only recently has research begun to emerge exploring the mediational mechanisms between achievement goals and performance attainment. The present study examined the relationships among achievement goals, metacognitive self-regulation, time-environment management, avoidance of help-seeking, anticipatory test anxiety (i.e., worry and emotionality), and exam performance while controlling for the effects of ability and gender. More specifically, study strategies and anticipatory test anxiety were explored as mediators of the relationship between achievement goals and exam performance. Participants were 69 undergraduate college students enrolled in an introductory criminology course. Participants completed a questionnaire assessing their achievement goals for the course, use of the three study strategies, and anticipatory test anxiety for an upcoming exam in the course. Participants' exam scores were obtained from their instructor, and SAT scores were utilized to control for ability. Results indicted that the mastery goal score was a significant positive predictor of exam performance, metacognitive self-regulation, and time-environment management. The performance-approach goal score was a significant positive predictor of metacognitive self-regulation. The performance-avoidance goal score was a significant positive predictor of anticipatory test anxiety (i.e., worry and emotionality). Study strategies and anticipatory test anxiety were not significant predictors of exam performance. Therefore, study strategies and anticipatory test anxiety were not supported as mediators of the relationship between achievement goals and exam performance.
Recommended Citation
Baldwin, Chris Andrew, "Achievement Goals And Exam Performance: An Exploration Of The Role Of Study Strategies And Anticipatory Test Anxiety" (2001). All-Inclusive List of Electronic Theses and Dissertations. 759.
https://scholars.indianastate.edu/etds/759