Goal orientations predict academic performance beyond intelligence and personality

• Verfasst von: Steinmayr, Ricarda [VerfasserIn]
• Verfasst von: Bipp, Tanja [VerfasserIn]
• Verfasst von: Spinath, Birgit [VerfasserIn]
• Titel: Goal orientations predict academic performance beyond intelligence and personality
• Verf.angabe: Ricarda Steinmayr, Tanja Bipp, Birgit Spinath
• Jahr: 2011
• Umfang: 5 S.
• Fussnoten: Online verfügbar 22 Dezember 2010 ; Gesehen am 21.10.2022
• Titel Quelle: Enthalten in: Learning and individual differences
• Ort Quelle: Amsterdam [u.a.] : Elsevier Science, 1989
• Jahr Quelle: 2011
• Band/Heft Quelle: 21(2011), 2, Seite 196-200
• ISSN Quelle: 1041-6080
• DOI: doi:10.1016/j.lindif.2010.11.026
• Datenträger: Online-Ressource
• Sprache: eng
• Bibliogr. Hinweis: Erscheint auch als : Druck-Ausgabe: Steinmayr, Ricarda: Goal orientations predict academic performance beyond intelligence and personality. - 2011
• Sach-SW: Academic achievement
• Sach-SW: Big Five
• Sach-SW: Goal orientations
• Sach-SW: Intelligence
• K10plus-PPN: 1819623459

Abstract

Goal orientations are thought to be an important predictor of scholastic achievement. The present paper investigated the joint influence of goal orientations, intelligence, and personality on school performance in a sample of N=520 11th and 12th graders (303 female; mean age M=16.94years). Intelligence, the Big Five factors of personality (Neuroticism, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness) as well as goal orientations (learning, performance-approach, -avoidance, and work-avoidance goals) were assessed. When school performance was regressed on all variables simultaneously, intelligence, Openness to Experience, Conscientious, and learning goals predicted school performance. Learning goals additionally partially mediated the association of Openness to Experience and Conscientious, respectively, with GPA. Results are discussed with regard to the importance of goal orientations in academic settings.