Network analysis investigating the differentiation of achievement goal orientations in junior high school [version 2; peer review: 2 approved]
- 1Philosophy and Education, Aristoteleio Panepistemio Thessalonikes Philosophike Schole, Thessaloniki, Makedonia Thraki, Greece
Abstract
Achievement goal orientation theory has become popular, as it interprets students’ academic attitudes and behavior. The present research aims to investigate the variation in teachers’ perceived goals in relation to achievement goals in different grades, as well as the emergence of the multiple goal theory. Participants were junior high school students who responded to a self-report questionnaire. The instrument used was the Patterns of Adaptive Learning Scales (PALS). The results revealed that mastery and performance goals behave as a network of interacting variables that essentially represent their coexistence, as well as their individual variations and specificities in relation to other variables. However, a significant distinction between mastery goals and perceived mastery goals with performance goals and perceived performance goals became apparent for each individual grade. The present research contributes to the theoretical development of the field, while in practice it highlights the combination of goals in school reality.
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BibTeX
@article{stamovlasis2026network,
title = {{Network analysis investigating the differentiation of achievement goal orientations in junior high school [version 2; peer review: 2 approved]}},
author = {Dimitrios Stamovlasis and Maria Gkevrou and Georgia Stavropoulou},
journal = {F1000Research},
year = {2026},
month = oct,
doi = {10.12688/f1000research.167284.2},
url = {https://doi.org/10.12688/f1000research.167284.2},
note = {CC BY},
}
RIS
TY - JOUR
TI - Network analysis investigating the differentiation of achievement goal orientations in junior high school [version 2; peer review: 2 approved]
AU - Dimitrios Stamovlasis
AU - Maria Gkevrou
AU - Georgia Stavropoulou
PY - 2026
DA - 2026/10/23
JO - F1000Research
DO - 10.12688/f1000research.167284.2
UR - https://doi.org/10.12688/f1000research.167284.2
AB - Achievement goal orientation theory has become popular, as it interprets students’ academic attitudes and behavior. The present research aims to investigate the variation in teachers’ perceived goals in relation to achievement goals in different grades, as well as the emergence of the multiple goal theory. Participants were junior high school students who responded to a self-report questionnaire. The instrument used was the Patterns of Adaptive Learning Scales (PALS). The results revealed that mastery and performance goals behave as a network of interacting variables that essentially represent their coexistence, as well as their individual variations and specificities in relation to other variables. However, a significant distinction between mastery goals and perceived mastery goals with performance goals and perceived performance goals became apparent for each individual grade. The present research contributes to the theoretical development of the field, while in practice it highlights the combination of goals in school reality.
SN - 2046-1402
ER -