The Dynamic Effects of Performance Goals on Students' Achievement in Ancient and Modern Greek Language.

Abstract

The present study investigates the effects of performance goals, performance-approach and performance-avoidance, within the nonlinear dynamical systems perspective. The issue is revisited, by applying cusp catastrophe models on students' performance in language learning using achievement goal orientations as control variables. Data were taken from two separate studies: the first examined Ancient Greek and the second Modern Greek language, engaging 181 and 543 students respectively, both at seventh grade. The force field dynamics was the conceptual model, which was tested via cusp analysis employing the difference between the two performance goals as the asymmetry factor and their sum as the bifurcation factor, respectively. The cups models were proved superior to their linear alternatives. The findings, being in line with previous reports, establish the complex dynamical system perspective in educational psychology, whereas discussion is provided regarding the implications for current goal theories.