An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement: A Causal Modeling Examination
Author(s) / Creator(s)
Phan, Huy P.
Abstract / Description
Situating within the 2 × 2 model of achievement goals, this short-term study examined the central roles of tasks values, mastery-approach and mastery-avoidance goals, and academic engagement and disengagement in students’ future achievement outcome in mathematics. Enactive learning experience was also considered as antecedent of the mentioned variables. A sample of 262 (139 boys and 123 girls) 12th grade students participated in the study. Structural equation modelling analyses yielded some notable findings, such as temporally displaced effects of both mastery-approach and mastery-avoidance goal orientations on academic engagement and disengagement, respectively. The two types of mastery goals also influenced achievement in mathematics, whereas task values inversely related to academic disengagement. In general, from a decomposition of direct and indirect effects, it can be suggested that mastery goals exist in a central system that includes both antecedents and consequences.
Keyword(s)
academic engagement academic disengagement enactive learning experience mastery goals task valuesPersistent Identifier
Date of first publication
2014-02-28
Journal title
Europe's Journal of Psychology
Volume
10
Issue
1
Page numbers
41–66
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Phan, H. P. (2014). An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement: A Causal Modeling Examination. Europe's Journal of Psychology, 10(1), 41–66. https://doi.org/10.5964/ejop.v10i1.680
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ejop.v10i1.680.pdfAdobe PDF - 686.89KBMD5: 84cf7580c363a3b9d678f3e10e166b91
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There are no other versions of this object.
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Author(s) / Creator(s)Phan, Huy P.
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PsychArchives acquisition timestamp2018-11-21T09:59:05Z
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Made available on2018-11-21T09:59:05Z
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Date of first publication2014-02-28
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Abstract / DescriptionSituating within the 2 × 2 model of achievement goals, this short-term study examined the central roles of tasks values, mastery-approach and mastery-avoidance goals, and academic engagement and disengagement in students’ future achievement outcome in mathematics. Enactive learning experience was also considered as antecedent of the mentioned variables. A sample of 262 (139 boys and 123 girls) 12th grade students participated in the study. Structural equation modelling analyses yielded some notable findings, such as temporally displaced effects of both mastery-approach and mastery-avoidance goal orientations on academic engagement and disengagement, respectively. The two types of mastery goals also influenced achievement in mathematics, whereas task values inversely related to academic disengagement. In general, from a decomposition of direct and indirect effects, it can be suggested that mastery goals exist in a central system that includes both antecedents and consequences.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationPhan, H. P. (2014). An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement: A Causal Modeling Examination. Europe's Journal of Psychology, 10(1), 41–66. https://doi.org/10.5964/ejop.v10i1.680
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ISSN1841-0413
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/879
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1071
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/ejop.v10i1.680
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Keyword(s)academic engagementen_US
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Keyword(s)academic disengagementen_US
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Keyword(s)enactive learning experienceen_US
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Keyword(s)mastery goalsen_US
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Keyword(s)task valuesen_US
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Dewey Decimal Classification number(s)150
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TitleAn Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement: A Causal Modeling Examinationen_US
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DRO typearticle
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Issue1
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Journal titleEurope's Journal of Psychology
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Page numbers41–66
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Volume10
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Visible tag(s)Version of Record