Students’ possible selves and achievement goals: Examining personal and situational influences in Thailand

Ravinder Koul, John J. Sosik, Thanita Lerdpornkulrat

Research output: Contribution to journalArticle

2 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)408-433
Number of pages26
JournalSchool Psychology International
Volume38
Issue number4
DOIs
StatePublished - Aug 1 2017

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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