Publication: Students’ possible selves and achievement goals: Examining personal and situational influences in Thailand
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Issued Date
2017
Resource Type
File Type
application/pdf
ISSN
1430343
Other identifier(s)
2-s2.0-85027080174
Rights Holder(s)
มหาวิทยาลัยศรีนครินทรวิโรฒ
Bibliographic Citation
School Psychology International. Vol 38, No.4 (2017), p.408-433
Suggested Citation
Koul R., Sosik J.J., Lerdpornkulrat T. Students’ possible selves and achievement goals: Examining personal and situational influences in Thailand. School Psychology International. Vol 38, No.4 (2017), p.408-433. doi:10.1177/0143034317702946 Retrieved from: https://hdl.handle.net/20.500.14740/4117
Author(s)
Abstract
This survey study conducted in vocational and academic secondary schools investigated the association of 1,060 Thai students’ self-reports of mastery, performance-approach, and performance-avoidance goal orientations with the salience and content of their hoped-for possible selves reflecting existence, relatedness, and growth needs. Results of mixed-design MANCOVA indicated mastery orientation to be higher for students identifying possible selves reflecting growth or relatedness needs than existence needs as most salient, and performance-approach orientation to be higher for students identifying possible selves reflecting existence rather than growth needs as most salient. Also, school type interacted with students’ most salient possible selves reflecting existence, relatedness, or growth needs to relate to their achievement goal orientations. The results are discussed in terms of the classic person versus situation approach to the study of achievement goals in schools, and their implications for classroom and school administration. © 2017, © The Author(s) 2017.