Depression and approach‐avoidance achievement goals of Chinese undergraduate students
A four‐wave longitudinal study
Bibliographic Data
| ID | 9615331 |
|---|---|
| Authors | Wenjuan Gao (0000-0001-8751-1302, Institute of Higher Education Beihang University Beijing China), Junlin Ji (Institute of Higher Education Beihang University Beijing China), Wenjie Zhang (0000-0001-5949-0268, Graduate School of Education Peking University Beijing China), Xinqiao Liu (0000-0001-6620-4119, School of Education Tianjin University Tianjin China, corresponding author) |
| Year | 2024 |
| Volume | 94 |
| Issue | 1 |
| Pages | 151-164 |
| Publication date | 2024-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12638 |
| PMID | 37783569 |
| OpenAlex | W4387244319 |
| Language | EN |
| Citations received | 2 |
| References cited | 68 |
OBJECTIVE: The study explored the prospective relations between depression and approach-avoidance achievement goals of undergraduate students in China. METHODS: 2473 full-time undergraduates reported their depression and achievement goals annually from the freshman to the senior year. Data were analysed using descriptive statistics, correlation analysis and cross-lagged models. RESULTS: Students' achievement goals decreased gradually during the first 3 years but rose in the fourth year, and the avoidance goals appeared to be less prevalent than the approach goals over time. Depression was negatively associated with approach goals, whereas positively correlated with avoidance goals. Depression in the freshman and sophomore years resulted in more avoidance goals 1 year later, and the depressive problems in the junior year predicted the decline of approach goals in the senior year. CONCLUSIONS: The present study highlighted the deleterious effects of depression on the achievement goals of college students
Academic achievement · Cognition · Depression (economics) · Depressive symptoms · Developmental psychology · Longitudinal study · Psychiatry · Clinical Psychology · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Medicine · Psychological Treatments and Assessments · Psychology
Achievement Goals and the Hierarchical Model of Achievement Motivation
Achievement goals and achievement emotions
Achievement Goals and Achievement Emotions
Approach and avoidance motivation and achievement goals
A 3 × 2 achievement goal model.
Gender differences in depression, anxiety, and stress among college students
Avoidance Personal Goals and Subjective Well-Being
The structure of negative emotional states
Does anxiety consistently affect the achievement goals of college students? A four-wave longitudinal investigation from China
Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals
Continulty in the Life Story
Changes in Undergraduate Students’ Psychological Well-Being as They Experience University Life
Prediction of job satisfaction from characteristics of personal work goals
Personal Goals During Emerging Adulthood
Depressive Symptoms and Achievement Goals
Goal motives in depression and anxiety
Gender differences in the relationship between self-esteem and depression among college students
A 2 × 2 achievement goal framework
A hierarchical model of approach and avoidance achievement motivation
Avoidance personal goals and the personality-illness relationship
Anticipating undesired outcomes
Culture and achievement motivation
Motivational processes affecting learning
The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework
Goal and Personality Trait Development in Emerging Adulthood
Avoidance personal goals and the personality–illness relationship
Future-event schemas and certainty about the future
Approach and avoidance achievement goals and intrinsic motivation
Approach-avoidance motivation in personality
The relation of depression and anxiety to life-stress and achievement in students
Do undergraduates' motives for studying change as they progress through their degrees
Teachers' goal orientations
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |