Article Version of Record

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 values

Persistent 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
  • Author(s) / Creator(s)
    Phan, Huy P.
  • PsychArchives acquisition timestamp
    2018-11-21T09:59:05Z
  • Made available on
    2018-11-21T09:59:05Z
  • Date of first publication
    2014-02-28
  • 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.
    en_US
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • 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
  • ISSN
    1841-0413
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/879
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.1071
  • Language of content
    eng
  • Publisher
    PsychOpen GOLD
  • Is version of
    https://doi.org/10.5964/ejop.v10i1.680
  • Keyword(s)
    academic engagement
    en_US
  • Keyword(s)
    academic disengagement
    en_US
  • Keyword(s)
    enactive learning experience
    en_US
  • Keyword(s)
    mastery goals
    en_US
  • Keyword(s)
    task values
    en_US
  • Dewey Decimal Classification number(s)
    150
  • Title
    An Integrated Framework Involving Enactive Learning Experiences, Mastery Goals, and Academic Engagement-Disengagement: A Causal Modeling Examination
    en_US
  • DRO type
    article
  • Issue
    1
  • Journal title
    Europe's Journal of Psychology
  • Page numbers
    41–66
  • Volume
    10
  • Visible tag(s)
    Version of Record