Task values, achievement goals, and interest: An integrative analysis

• Autores: Chris S. Hulleman, Amanda M. Durik, Shaun B. Schweigert, Judith M. Harackiewicz
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 2, 2008, págs. 398-416
• Idioma: inglés
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• Dialnet Métricas: 9 Citas
• Resumen

  • The research presented in this article integrates 3 theoretical perspectives in the field of motivation: expectancy-value, achievement goals, and interest. The authors examined the antecedents (initial interest, achievement goals) and consequences (interest, performance) of task value judgments in 2 learning contexts: a college classroom and a high school sports camp. The pattern of findings was consistent across both learning contexts. Initial interest and mastery goals predicted subsequent interest, and task values mediated these relationships. Performance-approach goals and utility value predicted actual performance as indexed by final course grade (classroom) and coach ratings of performance (sports camp). Implications for theories of motivation are discussed.