The present study investigated the effects of different goal orientations on motivation after failure. A 2 goals (mastery vs. performance) x 2 regulatory focuses (approach vs. avoidance) experimental design was adopted. Junior secondary students (N = 173) voluntarily attended a prefix learning class. They were randomly assigned one of the four conditions and finished some computerized tasks. The result indicated performance-approach participants had lower persistence than mastery-approach, mastery-avoidant and performance-avoidant participants after failure feedback, regardless of self-efficacy level. Mastery-oriented participants displayed higher interest and higher willingness to seek challenge than performance-oriented participants after failure. Avoidance focus participants revised more materials than approach focus participants after failure. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences
| Identifer | oai:union.ndltd.org:HKU/oai:hub.hku.hk:10722/196501 |
| Date | January 2012 |
| Creators | Chung, Chi-lok, 鍾志樂 |
| Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
| Source Sets | Hong Kong University Theses |
| Language | English |
| Detected Language | English |
| Type | PG_Thesis |
| Rights | Creative Commons: Attribution 3.0 Hong Kong License, The author retains all proprietary rights, (such as patent rights) and the right to use in future works. |
| Relation | HKU Theses Online (HKUTO) |
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