Performance approach, performance avoidance and depth of information processing: A fresh look at relations between students' academic motivation and cognition

Journal article

Barker, Katrina L., McInerney, Dennis and Dowson, Martin. (2002). Performance approach, performance avoidance and depth of information processing: A fresh look at relations between students' academic motivation and cognition. Educational Psychology. 22(5), pp. 571 - 589. https://doi.org/10.1080/0144341022000023644
AuthorsBarker, Katrina L., McInerney, Dennis and Dowson, Martin
Abstract

It is widely postulated that school context characteristics and sex may influence students' motivational orientations. However, relatively little empirical evidence exists to support this postulate. Hence the present study sought to examine both the individual and interactive effects of school and sex differences on students' motivational goals. Participants were 602 middle school students. The effects of school and sex on three academic and five social goals were examined. Results suggest that school and (to a lesser extent) sex differences, as well as the interaction between the two, significantly influence students' motivational orientations. Results are discussed and interpreted within the framework of motivation psychology.

Year2002
JournalEducational Psychology
Journal citation22 (5), pp. 571 - 589
PublisherRoutledge
ISSN0144-3410
Digital Object Identifier (DOI)https://doi.org/10.1080/0144341022000023644
Page range571 - 589
Research GroupNCLS Research
Place of publicationUnited Kingdom
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https://acuresearchbank.acu.edu.au/item/8q240/performance-approach-performance-avoidance-and-depth-of-information-processing-a-fresh-look-at-relations-between-students-academic-motivation-and-cognition

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