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Presentation at the 2013 University of Houston Graduate Research Symposium
Citation preview
Does Goal Orientation Predict Participationin a Community College Honors Program?
Scott R. Furtwengler, University of HoustonUH EPSY-GSO Research SymposiumSaturday, April 20, 2013
Outline
Overview of the problem Purpose of the current study Brief overview of extant literature Methodology Results Discussion References Questions
Overview of the problem
A disproportionate number of students who are eligible to participate in a community college honors program choose to forego such an undergraduate experience, often to the detriment of their GPA.
Purpose of the current study
Research question: Does the adoption of a particular
Achievement Goal Orientation among high ability students have predictive accuracy in predicting participation in a community college honors program?
Overview of extant literature
Post-secondary honors programs The community college context Achievement goal orientation
Honors Programs
Cosgrove (2004): mean GPA
Long & Lange (2002): conscientiousness, openness to experience, GPA, ACT
Rinn (2007): academic achievement and higher academic self-concept
Scager, Akkerman, Keesen, Mainhard, Pilot, & Wubbels (2012): desire to learn, drive to excel, creativity
Honors Programs
Moon (2012): Perceived honors as extra work without
adequate benefit Were concerned about time commitments
and increased stress Lacked a clear understanding about the
program Lacked academic self-efficacy
Community College Context
Byrne (1988): review of literature
Long & Kurleander (2011): lower rates of degree completion and college credits earned
Olivas (1975) & Outcalt (1999): disproportion of underrepresented students
Achievement Goal Orientation
Dweck (1986)
Maehr (1983)
Nicholls (1984)
Mastery goals: developing competence through task mastery
Performance goals: developing competence relative to others
Achievement Goal Orientation
Elliot (1999)
Elliot & Harackiewicz (1996)
Pintrich (2000)
Extended to a 2 x 2 model Definitions of competence: mastery &
performance Valences of competence: approach &
avoidance
Achievement Goal Orientation
Table 1. The 2 x 2 Framework of Achievement Goal Orientations
Approach Valence Avoidance Valence
Mastery-Goal Orientation Definition Focus on learning Focus on avoiding
misunderstanding
Performance-Goal Orientation Definition
Focus on out-performing others
Focus on avoiding the appearance of incompetence, avoiding negative judgments
Achievement Goal Orientation
Law, Elliot, & Murayama (2012) Performance-approach goals: high effort,
high persistence, high level of aspiration, high academic performance
Performance-avoid goals: disorganized study strategies, high test anxiety, low academic performance, low intrinsic motivation
Perceived competence is a moderator in the relation between AGO and performance
Methodology
Participants Instrument Procedure
Methodology: participants
N = 398, 3.25 GPA on at least 12 hours
Groups: 120 honors, 278 non-honors
Cum. GPA: 2.25 - 4.00 (M = 3.55, SD = 0.29)
Age: 15 - 70 (M = 29.27, SD = 11.00)
Gender: 293 Female, 105 Male
Ethnicity: 159 White or Caucasian, 116 Hispanic or Latino Origin, 23 Black or African American, 37 Asian, 7 Native American or Alaskan, 19 International, and 37 Unknown or Not Reported
Status: 383 Continuing, 15 FTIC
Methodology: instrument
Achievement Goal Questionnaire – Revised or AGQ-R (Elliott & Murayama, 2008)
12-item survey, each item consisting of a five-point summative response scale
Cronbach’s alphas: • Mastery-approach, .84• Mastery-avoidance, .88• Performance-approach, .92• Performance-avoidance, .94
Methodology: instrument
Their SEM analyses of the predictive utility of the instrument were also strongly supportive, with performance-approach significantly and positively predicting exam performance (.36) and performance avoidance goals significantly and negatively predicting exam performance (-.33).
Methodology: instrument
Revisions resulted in similar degrees of internal consistency and reliability on all but the mastery-avoidance subscale
Cronbach’s alphas: Mastery-approach, .88 (.84) Mastery-avoidance, .71 (.88) Performance-approach, .91 (.92) Performance-avoidance, .90 (.94)
Methodology: procedure
1606 e-mail invitations
San Jacinto College
12 hours of college-level courses
3.25 cumulative GPA
400 students responded by completing the instrument for a 25.91% response rate. 1 respondent was excluded because he/she could not be identified. 1 eighteen-year-old, Hispanic female originally identified as “honors” and “continuing” was excluded based on 0.66 GPA.
Results
ANOVA: No statistically significant difference in goal orientation between groups, although honors students maintained higher mean scores in Mastery-Avoidance.
Logistic Regression: The present study offers no evidence of predictive accuracy for goal orientation for high-ability students choosing to participate in a community college honors program.
Results
Logistic Regression Results for Predicting Whether High Ability Students Participate in a Community College Honors Program Using Goal Orientation Scores as Independent Variables
95.0% CI for Exp (B)
Step Variable B Wald Significance Exp (B) Lower Upper
1 Mast_App -.145 .410 .522 .865 .555 1.348
Mast_Av .289 2.359 .125 1.335 .923 1.929 Perf_App -.109 .281 .596 .897 .600 1.340 Perf_Av -.012 .003 .953 .988 .670 1.459 Constant -.902 1.300 .254 .406
Discussion
Achievement Goal Orientation: In this sample, AGO was not an accurate predictor of high-ability students’ decisions to participate in an honors program. Similar research in more established contexts may yield different results.
Limitations: sample size, community college population (generalizability), lack of awareness.
Future research
Explore other factors that might account for differences in participation and academic outcomes between the two groups: academic self-concept, achievement goal orientation, attributional style, expectancy-values theory, parents’ level of education, SES.
Achievement Goal Orientation: co-activation of performance valences. Additional dimensions.
Future research
Achievement Goal Orientation: More research needed to determine if there is a directional relationship between AGO and choice of honors, gifted/talented programs. Also, exploring a domain-general AGO. Further research on co-activation of performance valences and discrimination between mastery-approach and mastery-avoidance. Additional dimensions.
References
Byrne, J. P. (1998). Honors Programs in Community Colleges: A Review of Recent Issues and Literature.
Cosgrove, J. R. (2004). The impact of honors programs on undergraduate academic performance, retention, and graduation. Journal of the National Collegiate Honors Council, 45-53.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
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, 461– 475. doi: 10.1037/0022-3514.70.3.461
Law, W., Elliot, A. J., & Murayama, K. (2012). Perceived competence moderates the relation between performance-approach and performance-avoid goals. Journal of Educational Psychology, 104, 806-819.
Long, E.C.J. & Lange S. (2002). An Exploratory Study: A Comparison of Honors & Non-Honors Students. The National Honors Report, 23 (1): 20-30.
Long, T. L & Kurleander, M. (2011). Do community college provide a viable pathway to a baccalaureate degree? Educational Evaluation and Policy Analysis, 31, 30-53.
Maehr, M. L. (1983). On doing well in science: Why Johnny no longer excels, why Sarah never did. In S. Paris, G. Olson, & H. Stevenson (Eds.), Learning and motivation in the classroom (pp. 179–210). Hillsdale, NJ: Erlbaum.
References
Moon, J. L., (2012). Honors and high-ability students: Factors that predict academic efficacy, critical thinking skills, and academic goals. Graduate Theses and Dissertations. Paper 12412.
Olivas, M. A. (1975). A Statistical Portrait of Honors Programs in Two-Year Colleges. (ED 221 257).
Outcalt, C. L. (1999). The importance of community college honors programs. New Directions for Community Colleges, 108, 59-68.
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104.
Rinn, A. N. (2007). Effects of programmatic selectivity on the academic achievement, Academic self-concepts, and aspirations of gifted college students. Gifted Child Quarterly, 51, 232-245.
Scager, K., Akkerman, S. F., Keesen, F., Mainhard, M. T., Pilot, A., & Wubbels, T. (2012). Do honors students have more potential for excellence in their professional lives? Higher Education, 64, 19-39. DOI 10.1007/s10734-011-9478-z
Questions?
Contact information
Scott R. Furtwengler
Honors Program, San Jacinto College
13735 Beamer Road
Houston, TX 77089
281-929-4614