The impact of future goals on students' proximal subgoals and on their perceptions of task instrumentality.

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dc.contributor.advisorMiller, Raymond B.,en_US
dc.contributor.authorTabachnick, Sharon E.en_US
dc.date.accessioned2013-08-16T12:19:45Z
dc.date.available2013-08-16T12:19:45Z
dc.date.issued2005en_US
dc.description.abstractPath analysis was performed to test the predictions of two models explaining the impact of students' future goals (both extrinsic and intrinsic) on their adoption of a system of proximal subgoals, and on their perceptions of task instrumentality. The models were based on the Miller and Brickman (2004) conceptualization of Future-Oriented Motivation and Self-Regulation, which draws primarily from Social Cognitive and Self Determination Theories. Participants were 421 college students who completed a questionnaire that included scales measuring future goals, college graduation and college instrumentality target subgoals, proximal subgoals, and perceived task instrumentality. Data strongly supported the model suggesting that students' future goals have an impact on their college graduation target subgoal, their adoption of pertinent proximal subgoals, and their perceptions of task instrumentality. The data also indicated that intrinsic, rather than extrinsic, future goals are the most strongly related to the adoption of a strong college graduation target subgoal, robust proximal subgoals, and positive perceptions of task instrumentality.en_US
dc.format.extentxvi, 220 leaves :en_US
dc.identifier.urihttp://hdl.handle.net/11244/846
dc.noteSource: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0493.en_US
dc.noteAdviser: Raymond B. Miller.en_US
dc.subjectCollege students Psychology.en_US
dc.subjectMotivation in education.en_US
dc.subjectGoal (Psychology)en_US
dc.subjectEducation, Educational Psychology.en_US
dc.thesis.degreePh.D.en_US
dc.thesis.degreeDisciplineDepartment of Educational Psychologyen_US
dc.titleThe impact of future goals on students' proximal subgoals and on their perceptions of task instrumentality.en_US
dc.typeThesisen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychology
ou.identifier(UMI)AAI3163012en_US

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