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Doctor of Philosophy (PHD)
Psychology (Arts and Sciences)
Date of Defense
First Committee Member
Charles S. Carver - Committee Chair
Second Committee Member
Matthias Siemer - Committee Member
Third Committee Member
Ray Winters - Committee Member
Fourth Committee Member
Heather Henderson - Committee Member
Fifth Committee Member
Edward Rappaport - Outside Committee Member
The validity of a new essay coding system for rating performance goal orientation and learning goal orientation was tested using a sample of undergraduate students. The study was designed to remedy limitations in the design of the previous study using the essay coding system. The essay coding system was evaluated for its predictive power above and beyond the Goal Orientation Inventory, a self-report measure. Outcome measures included coping skills, depression, anxiety, well-being, and academic performance. It was predicted that performance goal orientation would be associated with unhealthy coping, more depression, more anxiety, less well-being, and lower GPA and learning goal orientation would be associated with healthy coping, less depression, less anxiety, more well-being, and higher GPA. Setback severity and setback frequency were predicted as moderators of the relationships between goal orientation and the outcome variables. Analysis of the Goal Orientation Inventory show that the subscales are associated with coping and mood as predicted. Using hierarchical linear regression, number of setbacks and severity of setbacks moderated the relationship between goal orientation and depression, wellbeing, and grades. High learning goals and high performance goals predicted more stable mood in the face of academic disappointments. High learning goals also predicted higher grades following a severe academic setback.
D'Anjou, Tamara A., "Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance." (2008). Open Access Dissertations. 166.