Examining the self-congruent engagement hypothesis : The link between academic self-schemas, motivational goals, learning approaches and achievement within an academic year

Journal article


Ng, Chi-hung. (2014). Examining the self-congruent engagement hypothesis : The link between academic self-schemas, motivational goals, learning approaches and achievement within an academic year. Educational Psychology. 34(6), pp. 730 - 762. https://doi.org/10.1080/01443410.2013.832151
AuthorsNg, Chi-hung
Abstract

Academic self-schemas are important cognitive frames capable of guiding students’ learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches, learning attitudes and achievement levels in learning mathematics. Students completed a survey and attempted an achievement test at the beginning and close to the end of the academic year. Two hypotheses in relation to the notion of self-engagement congruence were examined. The first hypothesis assumes that students holding a specific academic self-schema will maintain a pattern of engagement and achievement congruent with their specific self-conception over time. The second hypothesis postulates that a change in academic self-schemas will be associated with a corresponding shift in students’ engagement and achievement patterns. Cluster analyses provided clear evidence supporting these two hypotheses.

Keywordsmotivation; learning; self-knowledge; achievement
Year2014
JournalEducational Psychology
Journal citation34 (6), pp. 730 - 762
ISSN0144-3410
Digital Object Identifier (DOI)https://doi.org/10.1080/01443410.2013.832151
Page range730 - 762
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
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