A theoretical model of the antecedents of educational goal commitment
(2014) Canadian Journal of Career Development — Vol. 13, n° 1, p. 60-69 (2014)
Files
BoudrenghienetalTheoreticalmodelCJCD.pdf
Open Access - Adobe PDF
- 105.67 KB
Details
- Authors
- Abstract
- The transition from high school to college is a key point in students’ educational route. During this transition, the ability to formulate an educational goal and the will to actively engage to this goal are supposed to lead to favorable academic outcomes. However, students differ in their commitment to their educational goal, which may translate into differences in goal implementation. How can we explain such differences? A theoretical model of the factors influencing students’ commitment to their educational goal is proposed. This model is composed of two proximal antecedents—goal importance and expectancy of goal achievement— and two distal antecedents—goal abstraction and goal integration. The proximal antecedents are mainly based on the expectancy-value framework (Eccles & Wigfield, 2002), and the distal antecedents on the assumptions relative to the hierarchical goal structure (Carver & Scheier, 1998).
- Affiliations
Citations
Boudrenghien, G., Frenay, M., Bourgeois, E., Karabenick, S. A., & Eccles, J. (2014). A theoretical model of the antecedents of educational goal commitment. Canadian Journal of Career Development, 13(1), 60-69. https://hdl.handle.net/2078.5/70528 (Original work published 2014)