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The Role of Adaptability and Personal Best (PB) Goal Setting in Students' Academic Functioning

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The Role of Adaptability and Personal Best (PB) Goal Setting in Students' Academic Functioning The Role of Adaptability and Personal Best (PB) Goal Setting in Students’ Academic Functioning: A Longitudinal Investigation from a Social Cognitive Perspective Emma Conor Burns A thesis in fulfillment of the requirements for the degree of Doctor of Philosophy UNSW SYDNEY November 2017 i THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Burns First name: Emma Other name/s: Conor Abbreviation for degree as given in the University calendar: PhD School: School of Education Faculty: Arts & Social Sciences Title: The Role of Adaptability and Personal Best (PB) Goal Setting in Students’ Academic Functioning: A Longitudinal Investigation from a Social Cognitive Perspective Abstract 350 words maximum: (PLEASE TYPE) Social cognitive theory (SCT; Bandura, 1986) proposes, via the triadic model, that the reciprocal relationships among environmental, personal, and behavioural factors are critical for human motivation. SCT’s triadic model operationalises factors via well-established “traditional” constructs (viz., social support, self-efficacy, perceived control, self- regulation, goal setting, engagement). However, as new and relevant psycho-educational constructs are identified, there may be yields in revisiting classic models to ascertain the role of these constructs within these seminal theories. The present investigation examines how two relatively novel constructs, adaptability (for self-regulation) and personal best (PB) goal setting (for goal setting), operate alongside the well-established constructs of the triadic model to predict students’ academic gains. Adaptability refers to one’s capacity to cognitively, behaviourally, and emotionally regulate in response to changing, novel, and uncertain situations. PB goal setting focuses on personally referenced and optimally challenging goals that individuals pursue to outperform past personal efforts. To investigate relationships among these factors, by harnessing the triadic model, the following processes were examined in one analytical model: (a) environmental factors (parent, peer, and teacher support) predict personal factors, comprising self-factors (self-efficacy, perceived control, adaptability) and self-strategies (PB goal setting); (b) self-factors predict self-strategies; and (c) self-strategies predict behavioural factors (engagement, achievement). Data were collected from nine Australian high schools across the 2014 and 2015 academic years. The T1 sample comprised N = 2,130 students in years 7-9, the T2 sample comprised N = 2,274 students in years 8-10, and the longitudinal sample comprised N = 1,481 students. Confirmatory factor analysis, structural equation modelling, multi- group invariance testing, and indirect effects testing were conducted to assess the model in the cross-sectional and longitudinal samples. Following validation of measurement properties and preliminary cross-sectional analyses, longitudinal structural equation modelling (the central analysis) indicated that social support (parent, peer, and teacher) predicted gains in adaptability and self-efficacy; adaptability and self-efficacy predicted gains in PB goal setting; and PB goal setting predicted gains in both academic engagement and achievement. These findings establish the viability of including adaptability and PB goal setting within SCT, as well as demonstrate their positive impact on gains in student academic functioning. Declaration relating to disposition of project thesis/dissertation I hereby grant to the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all property rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350 word abstract of my thesis in Dissertation Abstracts International (this is applicable to doctoral theses only). ……………………………………………………… ……………………………………..…… ……….…………………… …… Witness Signature Date Signature The University recognises that there may be exceptional circumstances requiring restrictions on copying or conditions on use. Requests for restriction for a period of up to 2 years must be made in writing. Requests for a longer period of restriction may be considered in exceptional circumstances and require the approval of the Dean of Graduate Research. FOR OFFICE USE ONLY Date of completion of requirements for Award: ORIGINALITY STATEMENT ‘I hereby declare that this submission is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or substantial proportions of material which have been accepted for the award of any other degree or diploma at UNSW or any other educational institution, except where due acknowledgement is made in the thesis. Any contribution made to the research by others, with whom I have worked at UNSW or elsewhere, is explicitly acknowledged in the thesis. I also declare that the intellectual content of this thesis is the product of my own work, except to the extent that assistance from others in the project's design and conception or in style, presentation and linguistic expression is acknowledged.’ Signed …………………………………………….............. Date …………………………………………….............. COPYRIGHT STATEMENT ‘I hereby grant the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350 word abstract of my thesis in Dissertation Abstract International (this is applicable to doctoral theses only). I have either used no substantial portions of copyright material in my thesis or I have obtained permission to use copyright material; where permission has not been granted I have applied/will apply for a partial restriction of the digital copy of my thesis or dissertation.' Signed ……………………………………………........................... Date ……………………………………………........................... AUTHENTICITY STATEMENT ‘I certify that the Library deposit digital copy is a direct equivalent of the final officially approved version of my thesis. No emendation of content has occurred and if there are any minor variations in formatting, they are the result of the conversion to digital format.’ Signed ……………………………………………........................... Date ……………………………………………........................... Table of Contents Acknowledgements ..................................................................................................... 1 List of Publications ..................................................................................................... 3 List of Tables .............................................................................................................. 4 List of Figures ............................................................................................................. 6 List of Abbreviations ................................................................................................. 7 Abstract ....................................................................................................................... 8 Chapter 1: Introduction and Summary of the Present Investigation ................. 10 1.1. Theory, Background, and Rationale ..................................................................... 10 1.1.1. Social cognitive theory .................................................................................. 13 1.1.2. Adaptability ................................................................................................... 13 1.1.3. PB goal setting ............................................................................................... 15 1.2. Present Investigation ............................................................................................ 16 1.2.1. Links from environmental to personal factors ............................................... 16 1.2.2. Links between personal factors: Self-factors and self-strategies ................... 18 1.2.3. Links from self-strategies to behavioural factors .......................................... 19 1.3. Envisaged Yields .................................................................................................. 20 1.4. Organisation of Chapters ...................................................................................... 21 1.5. Chapter Summary ................................................................................................. 21 Chapter 2: Literature Review ................................................................................. 23 2.1. Social Cognitive Theory ....................................................................................... 25 2.1.1. Student agency. .............................................................................................. 25 2.1.2. Triadic model—an overview ......................................................................... 27 2.1.3. Triadic model—its components ....................................................................
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