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dc.contributor.authorChatzisarantis, Nikos
dc.contributor.authorBing, Q.
dc.contributor.authorXin, C.
dc.contributor.authorKawabata, M.
dc.contributor.authorKoch, Severine
dc.contributor.authorRooney, Rosanna
dc.contributor.authorHagger, Martin
dc.date.accessioned2017-01-30T14:00:23Z
dc.date.available2017-01-30T14:00:23Z
dc.date.created2016-09-07T19:30:20Z
dc.date.issued2016
dc.identifier.citationChatzisarantis, N. and Bing, Q. and Xin, C. and Kawabata, M. and Koch, S. and Rooney, R. and Hagger, M. 2016. Comparing effectiveness of additive, interactive and quadratic models in detecting combined effects of achievement goals on academic attainment. Learning and Individual Differences. 50: pp. 203-209.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/37206
dc.identifier.doi10.1016/j.lindif.2016.08.015
dc.description.abstract

This study compared effectiveness of additive, interactive, and quadratic statistical models in detecting the combined effects of achievement goals on academic achievement. In a prospective study that aimed to predict college students’ grades in an English course, we found that the quadratic model was more effective in detecting the combined effects of achievement goals on course grades than the additive and interactive models. In addition, a response surface analysis showed that the combined effects of achievement goals on course grades corresponded to a goal profile that involved tendencies to endorse mastery goals at high levels and performance goals at moderate levels. Findings suggest that the quadratic model is a viable data analytic technique that assists researchers in detecting combined effects of achievement goals on academic achievement.

dc.publisherPergamon
dc.titleComparing effectiveness of additive, interactive and quadratic models in detecting combined effects of achievement goals on academic attainment
dc.typeJournal Article
dcterms.source.volume50
dcterms.source.startPage203
dcterms.source.endPage209
dcterms.source.issn1041-6080
dcterms.source.titleLearning and Individual Differences
curtin.departmentSchool of Psychology and Speech Pathology
curtin.accessStatusFulltext not available


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