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Salient Goals Direct and Energise Students' Actions in the Classroom
Article first published online: 27 APR 2012
DOI: 10.1111/j.1464-0597.2012.00504.x
© 2012 The Authors. Applied Psychology: An International Review © 2012 International Association of Applied Psychology
Issue
Applied Psychology
Special Issue: Multiple Goals in Learning Contexts. This Special Issue was managed and accepted by previous Editor-in-Chief, Sabine Sonnentag
Volume 61, Issue 4, pages 520–539, October 2012
Additional Information
How to Cite
Boekaerts, M., Smit, K. and Busing, F. (2012), Salient Goals Direct and Energise Students' Actions in the Classroom. Applied Psychology:An International Review, 61: 520–539. doi: 10.1111/j.1464-0597.2012.00504.x
Publication History
- Issue published online: 2 AUG 2012
- Article first published online: 27 APR 2012
- Abstract
- Article
- References
- Cited By
In this exploratory study, a multidimensional unfolding technique is used to visualise goal salience. A total of 1,733 students from secondary vocational education reported on the importance of 16 goals, using the GIFI, which is based on the 24 goal taxonomy proposed by Ford and Nichols (1991). Results show that students make a clear distinction between ego and non-ego goals and that non-ego goals are reported as most important by most students. Also, differences within the group of boys and the group of girls, and differences between boys and girls, are shown. The results and possibilities of multidimensional unfolding for future research on goals are discussed.