Changes in Achievement Motivation among University Freshmen

Markus Dresel · Robert Grassinger

81 citations0/0 files storedJournal of Education and Training Studies

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Abstract

Changes in achievement motivation over the first semester of university studies were examined with N = 229 freshmen, who were surveyed twice in the present study. Students’ academic self-concepts, achievement goals, and subjective values were chosen as theoretically central components of achievement motivation. The results indicated significant deterioration in achievement motivation over the course of the first semester of university studies, a phenomenon which affected a large proportion of the first-year students. Regression analyses provided evidence that motivation, prior to the start of university studies, and the changes in motivation had incremental validity over measures of prior school-achievement in predicting self-regulated learning, performance in examinations, as well as the intention to change university majors or drop out completely (partially in interaction with prior school-achievement).

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References

2002Motivational Beliefs, Values, and Goals 1999Self-theories: Their Role in Motivation, Personality, and Development 1995Motivation in Education: Theory, Research, and Applications 2001A 2 × 2 achievement goal framework.2004Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.2009Handbook of Motivation at School 2007Development of Achievement Motivation 1992The development of achievement task values: A theoretical analysis

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