Motivational orientations of high-achieving students as mediators of a positive perception of a high-achieving classmate: results from a cross-national study

Oh, H., Badia-Martín, M. d. M., Blumen, S., Maakrun, J., Nguyena, Q. A.-T., Stack, N., Sutherland, M. , Wormald, C. and Ziegler, A. (2016) Motivational orientations of high-achieving students as mediators of a positive perception of a high-achieving classmate: results from a cross-national study. Anales de Psicología, 32(3), pp. 695-701. (doi: 10.6018/analesps.32.3.259451)

Abstract

The purpose of this study was to explore whether and in what ways high-achieving school students’ motivational orientations influence their perceptions of a fictitious future high-achieving classmate. The final sample consisted of the 396 highest achieving students out of a sample from 1794 seventh and tenth graders from five countries: Australia, Peru, South Korea, Spain, and Vietnam. A series of stepwise regression models were used to test the hypothesis that positive perceptions of a high-achieving classmate might be mediated by an approach motivation, but not by an avoidance motivational orientation. The hypothesis was generally confirmed. Learning goal orientation and performance approach motivation predicted positive perceptions of a high-achieving classmate’s intellectual ability, social qualities and popularity among peers, whereas a performance avoidance orientation was usually uncorrelated. However, sporadic exceptions have been found among the participants from Vietnam, South Korea, and Peru.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Stack, Professor Niamh and Sutherland, Professor Margaret
• Authors: Oh, H., Badia-Martín, M. d. M., Blumen, S., Maakrun, J., Nguyena, Q. A.-T., Stack, N., Sutherland, M., Wormald, C., and Ziegler, A.
• College/School: College of Science and Engineering > School of Psychology; College of Social Sciences > School of Education > Social Justice Place and Lifelong Education; College of Social Sciences > School of Education > Creativity Culture and Faith; College of Social Sciences > School of Education > Pedagogy Policy and Practice; College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Journal Name: Anales de Psicología
• Publisher: Universidad de Murcia
• ISSN: 0212-9728
• ISSN (Online): 1695-2294
• Copyright Holders: Copyright © 2016 Servicio de Publicaciones de la Universidad de Murcia
• First Published: First published in Anales de Psicología 32(3): 695-701
• Publisher Policy: Reproduced under a Creative Commons License