Exploring the Link between Achievement Goals, Motivation, and Parental Expectations among University Students in Kosovo
Keywords:
achievement goals, Kosovo, motivation, parental expectations
Abstract
This paper sheds light on the link between achievement goals, motivation, and parental expectations in a sample of 600 students attending higher education institutions in Kosovo. Aside from exploring the stipulated link between the constructs, the research aims to discover whether cultural differences mediate expected results. The results proved that the mastery
of goals positively correlates to intrinsic motivation in addition to which curiosity as a subscale of intrinsic motivation positively predicted preferences for the mastery of goals. As expected, performance-approach and performance-avoidance goals, correlated to extrinsic motivation with extrinsic motivation, successfully predict preferences for both types of performance
goals. The data proved that among students in Kosovo, all types of goals correlated to intrinsic motivation. Achievement goals were differentiated in extrinsic motivation with mastery goals correlating rather weakly to only one subscale of extrinsic motivation.
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References
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Psychological Review, 95(2), 256–273.
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evaluation and cue value on intrinsic interest. Journal of Personality and Social Psychology, 47(2), 287–300.
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Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlations. Journal of Educational Psychology, 97(2), 184–196.
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Psychology, 21(1-2), 19070.
Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R.
Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 1–104). New York, NY: Taylor
Francis.
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Rawsthorne, L. J., & Elliot, A. J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3(4), 326–344.
Regner, I., Loose, F., & Dumas, F. (2009). Students’ perceptions of parental and teacher academic
involvement: Consequences on achievement goals. European Journal of Psychology of Education, 14(2), 263–277.
Ryan R. M., & Deci E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Ego-involved persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15(3), 185–205.
Seyfried, S. F., & Chung, I. J. (2002). Parent involvement as parental monitoring of student motivation and parent expectations predicting later achievement among African American and European American middle school age students. Retrieved from http://www.haworthpress.com/store/product.asp?sku=J051
Shala, A., & Grajcevci (2017). Digital competencies among student populations in Kosovo: the impact of inclusion, socioeconomic status, ethnicity and type of residence. Education and Information Technologies. Advance online publication. Retrieved from https://doi.org/10.1007/s10639-017-9657-3
Tamir, M., & Diener, E. (2008). Approach-avoidance goals and well-being: One size does not fit all. In A. J. Elliot (Ed.), Handbook of approach and avoidance motivation (pp. 415–427). New York, NY: Psychology Press.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048.
Dweck, C. S., & Elliot, E. S. (1983). Achievement motivation. In P. Mussen & E. M. Hatherington (Eds.), Handbook of child psychology (pp. 643–691). New York, NY: Wiley.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality.
Psychological Review, 95(2), 256–273.
Elliot, A. J. (1999). Approach and voidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189.
Elliot, E. S., & Dweck, C. S. (2005). Competence and motivation: Competence as the core of
achievement motivation. In E. S. Elliot & C. S. Dweck, Handbook of competence and motivation (pp. 3–12). New York, NY: The Guilford Press.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic
motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461–475.
Elliot, A. J., & McGregor, H. A. (2001). A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519.
Harackiewicz, J. M., Abrahams, S., & Wageman, R. (1987). Performance evaluation and intrinsic
motivation: The effects of evaluative focus, rewards, and achievement orientation. Journal of Personality and Social Psychology, 53(6), 1015–1023.
Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1–21.
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and
long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92(2), 316–2000.
Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of ’
Personality and Social Psychology, 65, 904–915.
Harackiewicz, J. M., Manderlink, G., & Sansone, C. (1984). Rewarding pinball wizardry: Effects of
evaluation and cue value on intrinsic interest. Journal of Personality and Social Psychology, 47(2), 287–300.
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta analytic
review of achievement goal measure: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422–449.
Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory.
Educational Psychology Review, 19, 141–184.
Koestner, R., Zuckerman, M., & Koestner, J. (1989). Attributional focus of praise and children’s intrinsic motivation: The moderating role of gender. Personality and Social Psychology Bulletin, 15(1), 61–72.
Lee, J. Q., McInerney, D. M., Liemc, G. A., & Ortigad, Y. P. (2010). The relationship between future
goals and achievement goals: An intrinsic-extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264–279.
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlations. Journal of Educational Psychology, 97(2), 184–196.
Linnenbrik-Garcia, L., Tyson, D. F., & Patall, E. A. (2008). When are achievement goal orientation
beneficial for achievement? A closer look at moderating factors. International Review of Social
Psychology, 21(1-2), 19070.
Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R.
Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 1–104). New York, NY: Taylor
Francis.
Midgley, C., Maehr, M. L., Anderman, E. M., Anderman, L. K., et al. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard
University Press.
Rawsthorne, L. J., & Elliot, A. J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3(4), 326–344.
Regner, I., Loose, F., & Dumas, F. (2009). Students’ perceptions of parental and teacher academic
involvement: Consequences on achievement goals. European Journal of Psychology of Education, 14(2), 263–277.
Ryan R. M., & Deci E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Ego-involved persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15(3), 185–205.
Seyfried, S. F., & Chung, I. J. (2002). Parent involvement as parental monitoring of student motivation and parent expectations predicting later achievement among African American and European American middle school age students. Retrieved from http://www.haworthpress.com/store/product.asp?sku=J051
Shala, A., & Grajcevci (2017). Digital competencies among student populations in Kosovo: the impact of inclusion, socioeconomic status, ethnicity and type of residence. Education and Information Technologies. Advance online publication. Retrieved from https://doi.org/10.1007/s10639-017-9657-3
Tamir, M., & Diener, E. (2008). Approach-avoidance goals and well-being: One size does not fit all. In A. J. Elliot (Ed.), Handbook of approach and avoidance motivation (pp. 415–427). New York, NY: Psychology Press.
Published
2017-12-22
How to Cite
Grajcevci, A., & Shala, A. (2017). Exploring the Link between Achievement Goals, Motivation, and Parental Expectations among University Students in Kosovo. Center for Educational Policy Studies Journal, 7(4), 147-164. https://doi.org/10.26529/cepsj.368
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