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Chan M, Liem GAD. Achievement goal profiles and their associations with math achievement, self-efficacy, anxiety and instructional quality: A single and multilevel mixture study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:1072-1088. [PMID: 37280487 DOI: 10.1111/bjep.12620] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 05/05/2023] [Accepted: 05/26/2023] [Indexed: 06/08/2023]
Abstract
BACKGROUND There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects. AIMS This study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.e., gender, prior achievement) and correlates at the student-level (i.e., achievement, self-efficacy, anxiety) and class-level (instructional quality dimensions of classroom management, supportive climate, instructional clarity and cognitive activation). SAMPLE Participants were 3836 Secondary-3 (Grade-9) students from 118 mathematics classes in Singapore. METHODS Achievement goal profiles and their relationships with covariates and student-level correlates were examined with updated procedures of latent profile analysis. Subsequently, multilevel mixture analysis assessed the associations of student-level goal profiles and different class-level dimensions of instructional quality. RESULTS Four profiles were identified: Average-All, Low-All, High-All and High-Approach. These profiles differed across covariates and correlates, with High-Approach students associated with positive outcomes and High-All students with math anxiety. Cognitive activation and instructional clarity predicted stronger membership in High-Approach profile than Average-All and Low-All, but not High-All. CONCLUSION Certain goal profile patterns were consistent with past studies and supported the fundamental separation of approach and avoidance goals. Less differentiating profiles were associated with undesirable educational outcomes. Instructional quality can be considered as an alternative framework for examining classroom climate effects of achievement goals.
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Affiliation(s)
- Melvin Chan
- National Institute of Education, Nanyang Technological University, Singapore City, Singapore
| | - Gregory Arief D Liem
- National Institute of Education, Nanyang Technological University, Singapore City, Singapore
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2
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Nadon L, Morin AJS, Olivier E, Archambault I, Smodis McCune V, Tóth-Király I. A longitudinal person-centered representation of elementary students' motivation: Do perceptions of parent and teacher achievement goals matter? J Sch Psychol 2023; 100:101228. [PMID: 37689436 DOI: 10.1016/j.jsp.2023.101228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 05/01/2023] [Accepted: 07/14/2023] [Indexed: 09/11/2023]
Abstract
This study utilized a longitudinal person-centered approach to investigate how children's achievement goals combine with the goals held for them by their parents and teachers to form unique achievement goal profiles among a sample of 619 elementary school students (Mage = 9.782; 52.5% female; 79.2% first- and second-generation immigrants) from low SES ethnically diverse neighborhoods. Our results revealed four distinct profiles that proved to be identical from one school year to the next: (a) Low on all Goals, (b) High on all Goals, (c) Mastery-Oriented, and (d) Low Mastery Goals. Students' membership in these profiles was moderate to highly stable over time. Moreover, all profiles were marked by a correspondence between student, parent, and teacher goals, suggesting that elementary students may come to develop a global understanding of the various goal-related messages present in their environment. Higher perceived competence in core academic subjects was associated with membership into profiles characterized by high levels of mastery goals. The Mastery-Oriented profile fared best in terms of academic achievement and anxiety, whereas the Low Mastery Goals profile fared the worst. This Low Mastery Goals profile was unique to our study and represented the largest profile, which could be related to the socioeconomic status of our sample. Our findings provide information regarding the nature and stability of achievement goal profiles among elementary school students and offer new insights into how children interpret goal-related messages in their environment.
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Affiliation(s)
- Lindsey Nadon
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
| | - Alexandre J S Morin
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada.
| | - Elizabeth Olivier
- Faculté des sciences de l'éducation, Département de psychopédagogie et d'andragogie, Université de Montréal, Canada
| | | | - Victoria Smodis McCune
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
| | - István Tóth-Király
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
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3
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Zhang Y, Watermann R, Daniel A. The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School. J Youth Adolesc 2023:10.1007/s10964-023-01813-7. [PMID: 37481504 DOI: 10.1007/s10964-023-01813-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 06/14/2023] [Indexed: 07/24/2023]
Abstract
Achievement goals play an important role in activating and sustaining students' ongoing motivation, emotional well-being, and achievement attainment over time. However, little is known empirically about the sustained effects of achievement goal profiles on students' subsequent school achievement, especially for early adolescents during the educational transition. Based on 1764 German students (Mage = 10.47, SD = 0.56; 50.6% female) who participated in a 3-year longitudinal study from Grade 4 to Grade 6, the present research aimed to examine the role of students' achievement goal profiles in the final year of elementary school in predicting their school achievement one year and two years after the transition to secondary school. Results of regression models showed that endorsing a mastery-oriented profile (vs. a high multiple profile or a low mastery profile) at the end of elementary school predicted higher German grades one year and two years after the transition to secondary school even after controlling for their prior achievement and basic cognitive abilities. Moreover, the sustained beneficial effects of a mastery-oriented profile (vs. a low mastery profile) on students' achievement gains can be explained by their higher joy of learning. These results indicate that a mastery-oriented profile in elementary school can be considered an important personal factor that facilitates students' smooth sailing after the transition to secondary school.
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Affiliation(s)
- Ying Zhang
- Department of Sociology and Psychology, Central University of Finance and Economics, 100081, Beijing, China.
| | - Rainer Watermann
- Department of Education and Psychology, Freie Universität Berlin, 14195, Berlin, Germany
| | - Annabell Daniel
- Department of Education and Rehabilitation, Ludwig-Maximilians-Universität München, 80802, Munich, Germany
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4
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Blume F, Irmer A, Dirk J, Schmiedek F. Day-to-day variation in students' academic success: The role of self-regulation, working memory, and achievement goals. Dev Sci 2022; 25:e13301. [PMID: 35780513 DOI: 10.1111/desc.13301] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 05/24/2022] [Accepted: 06/23/2022] [Indexed: 01/13/2023]
Abstract
Self-regulation was found to be positively associated with school performance. Interrelations between self-regulation, working memory (WM), and achievement goals, in particular mastery goals, have been established, as well as associations with academic outcomes. It stands to reason that self-regulation, WM, achievement goals, and academic success are related on a daily level. However, previous research rarely considered this level of analysis. Here, we therefore addressed the relations of daily self-regulation, WM, and achievement goals, and their relevance for daily and general academic success. Data were obtained through ambulatory assessments in 90 students before (Study 1; Mage = 9.83, SDage = 0.50) and 108 students after their transition to secondary school (Study 2; Mage = 10.12, SDage = 0.45) across 20 school days. Students reported about daily achievement goals prior to school, self-regulation at school, and perceived academic success after school, as well as report card grades. Daily WM was assessed at school. Study 1 showed positive associations between daily mastery goals and self-regulation, but not with WM. Together, daily performance-approach goals and self-regulation, but not other goals or WM uniquely contributed to daily perceived academic success. Study 2 showed positive associations between daily mastery goals and self-regulation, but not with WM. Average daily mastery goals predicted daily WM. Together, daily mastery goals and self-regulation, but not WM, uniquely contributed to daily perceived academic success. In both studies, average levels of WM, but not achievement goals or self-regulation predicted report card grades. Results thus corroborate theoretical considerations on the importance of distinguishing self-regulation processes at between- and within-person levels. RESEARCH HIGHLIGHTS: Analyses of intensive longitudinal data on daily self-regulation, working memory, and achievement goal orientations in the school context of 9- to 11-year-olds. In primary and secondary school, days with higher mastery goals and self-regulation are days with higher academic success. In primary and secondary school, days with higher mastery goals are days with higher self-regulation. In secondary school, students with higher average mastery goals show better daily WM performance. Average working memory performance predicts report card grades beyond the influence of prior grades and achievement goal orientations.
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Affiliation(s)
- Friederike Blume
- DIPF, Leibniz Institute for Research and Information in Education, Frankfurt/Main, Germany.,IDeA Research Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt/Main, Germany
| | - Andrea Irmer
- DIPF, Leibniz Institute for Research and Information in Education, Frankfurt/Main, Germany.,IDeA Research Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt/Main, Germany
| | - Judith Dirk
- DIPF, Leibniz Institute for Research and Information in Education, Frankfurt/Main, Germany.,IDeA Research Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt/Main, Germany
| | - Florian Schmiedek
- DIPF, Leibniz Institute for Research and Information in Education, Frankfurt/Main, Germany.,IDeA Research Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt/Main, Germany.,Department of Educational Psychology, Goethe University, Frankfurt/Main, Germany
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5
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Yi S, Pereira N, Ahn I, Lee S. Factor Structure and Longitudinal Measurement Invariance of the Achievement Goal Questionnaire with a Korean Adolescent Sample. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829211065529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
For decades, achievement goal theory has been extensively used, but empirical research still requires a clearer understanding of the underlying factors conceptualized and measured during secondary school periods. In light of the increasing use of longitudinal studies in motivation research, this study aims to investigate the longitudinal measurement invariance of the Achievement Goal Questionnaire (AGQ) with the longitudinal panel data of 5071 adolescents. Findings support the consistent use of the 2×2 model across eighth to eleventh grades, although inter-factor correlations were inflated at eleventh grade. Partial strict longitudinal measurement invariance was supported for testing equivalence between the tenth and eleventh grades. Regarding the relations to other variables, the four individual factors of achievement goals have distinct properties in relation to other variables as theoretically hypothesized; and the patterns of the relationship were stable from eighth to eleventh grades.
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Affiliation(s)
- Soohyun Yi
- Educational Psychology and Leadership, Texas Tech University, Lubbock, TX, USA
| | - Nielsen Pereira
- Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Inok Ahn
- Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Soonmook Lee
- Mathematics-Statistics, Portland State University, Portland, OR, USA
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Hunsu N, Oje AV, Jackson A, Olaogun OP. Examining Approach and Avoidance Valences of the 3 X 2 Achievement Goal Types on an Engineering Student Sample: A Validity Approach. Front Psychol 2021; 12:628004. [PMID: 34566740 PMCID: PMC8458832 DOI: 10.3389/fpsyg.2021.628004] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Accepted: 05/04/2021] [Indexed: 11/13/2022] Open
Abstract
Development of the 3 × 2 achievement goal questionnaire (AGQ) advanced approach and avoidance goals in three goal types within the achievement goal framework: task-, self-, and other-based. The purpose of the present study was to examine empirical support for the construct validity, reliability, and measurement invariance of factors on the questionnaire and compare model fit of the 3 × 2 configuration to other alternatives. In addition to validating some of the findings reported in earlier studies, especially the inclusion of task-based goal orientations, the study highlights a limitation and potential boundary of the 3 × 2 AGQ. While the 3 × 2 model was found to be structurally valid, we found multiple validity supports for a definition-based model of the AGQ scale, which does not differentiate between goal approach or avoidance. The study provides some indications that approach and avoidance goals can be indistinguishable to some respondents. Nonetheless, the scale was invariant across multiple groups making group comparison possible.
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Affiliation(s)
- Nathaniel Hunsu
- College of Engineering, University of Georgia, Athens, GA, United States
| | - Adurangba V. Oje
- College of Engineering, University of Georgia, Athens, GA, United States
| | - Andrew Jackson
- College of Education, University of Georgia, Athens, GA, United States
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Li QL, Zhao JY, Tian J, Sun T, Zhao CX, Guo HC, Zhu LY, Gao R, Yang LB, Cao DP, Zhang SE. The Association Among Achievement Goal Orientations, Academic Performance, and Academic Well-Being Among Chinese Medical Students: A Cross-Sectional Study. Front Psychol 2021; 12:694019. [PMID: 34408710 PMCID: PMC8365171 DOI: 10.3389/fpsyg.2021.694019] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Accepted: 07/12/2021] [Indexed: 11/13/2022] Open
Abstract
Learning motivation is a significant factor that ensures quality in medical education, and might affect the academic performance and well-being of medical students. This study aimed to explore the status of achievement goal orientations among medical students in China and to further identify the association among academic performance, academic well-being, and achievement goal orientations. Data were collected through a cross-sectional, anonymous survey conducted with 3,511 respondents (effective response rate = 81.7%), from four medical universities in China, and demographic factors, achievement goal orientations, academic performance, and academic well-being were assessed. The average score of achievement goal orientations of Chinese medical students suggested a difference in demographic factors, including sex, year of study, experience of leadership cadre, and family income. Both mastery and performance-avoidance goals were associated with academic performance, subjective academic stress, subjective learning adaptability, subjective sleep quality, and subjective well-being. Performance-approach goals were related to academic performance, subjective academic stress, and subjective learning adaptability. The achievement goal orientations of the medical students in this study were at a middle level. The findings emphasize the importance of mastery goals for promoting the academic performance and well-being of medical students. More care and attention toward achievement goal orientations can be beneficial for the improvement of the academic performance and well-being among medical students.
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Affiliation(s)
- Qing-lin Li
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Ji-yang Zhao
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Jing Tian
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Tao Sun
- Department of Health Management to School of Medicine, Hang Zhou Normal University, Hangzhou, China
| | - Chen-xi Zhao
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Hai-chen Guo
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Li-yan Zhu
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Rui Gao
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Li-bin Yang
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - De-pin Cao
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Shu-e Zhang
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
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9
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Arens AK, Watermann R. Students’ achievement goals and beliefs of causes of success: Temporal relations and gender differences. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2020.101941] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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10
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Tuominen H, Juntunen H, Niemivirta M. Striving for Success but at What Cost? Subject-Specific Achievement Goal Orientation Profiles, Perceived Cost, and Academic Well-Being. Front Psychol 2020; 11:557445. [PMID: 33117226 PMCID: PMC7550833 DOI: 10.3389/fpsyg.2020.557445] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Accepted: 08/28/2020] [Indexed: 11/29/2022] Open
Abstract
Most studies utilizing a person-oriented approach to investigating students’ achievement goal orientation profiles have been domain-general or focused on a single domain (usually mathematics), thus excluding the possibility of identifying distinct subject-specific motivational profiles. In this study, we looked into this by examining upper secondary school students’ subject-specific achievement goal orientation profiles simultaneously in mathematics and English. As distinct profiles might contribute to how students invest time and effort in studying, we also examined differences in perceived subject-specific cost (i.e., effort required, emotional cost, opportunity cost) among students with different profiles and how this was linked with students’ more general academic well-being (i.e., school engagement, burnout). The 434 Finnish general upper secondary school students participating in the study were classified based on their achievement goal orientations in the two subjects using latent profile analysis, and the predictions of the latent profile on distal outcomes (i.e., measures of cost and academic well-being) were examined within the mixture model. Five divergent achievement goal orientation profiles were identified: indifferent (29%), success-oriented (26%), mastery-oriented (25%), English-oriented, math-avoidant (14%), and avoidance-oriented (6%). The English-oriented, math-avoidant students showed the most distinct domain-specificity in their profile but, in general, profiles indicated more cross-domain generality than specificity. Overall, mastery-oriented students showed the most adaptive academic well-being, while avoidance-oriented students were the least engaged. Success-oriented students were characterized by high multiple goals in both subjects, elevated costs, and high scores on both positive (engagement) and negative (burnout) well-being indicators. The English-oriented, math-avoidant students perceived studying math as costly. The findings suggest that addressing students’ achievement motivation in different subjects may be useful for recognizing factors endangering or fostering student learning and well-being.
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Affiliation(s)
- Heta Tuominen
- Turku Institute for Advanced Studies & Department of Teacher Education, University of Turku, Turku, Finland.,Department of Education, University of Helsinki, Helsinki, Finland
| | | | - Markku Niemivirta
- School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland.,Department of Education, University of Helsinki, Helsinki, Finland
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Liu H, Yao M, Li J. Chinese adolescents' achievement goal profiles and their relation to academic burnout, learning engagement, and test anxiety. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101945] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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12
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Yu J, McLellan R. Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101901] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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13
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Tuominen H, Niemivirta M, Lonka K, Salmela-Aro K. Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101854] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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14
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Longitudinal predictions between temperamental sensitivities and achievement goal orientations in the early school years. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s10212-019-00432-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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15
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Steinmayr R, Weidinger AF, Schwinger M, Spinath B. The Importance of Students' Motivation for Their Academic Achievement - Replicating and Extending Previous Findings. Front Psychol 2019; 10:1730. [PMID: 31417459 PMCID: PMC6685139 DOI: 10.3389/fpsyg.2019.01730] [Citation(s) in RCA: 46] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2019] [Accepted: 07/11/2019] [Indexed: 11/16/2022] Open
Abstract
Achievement motivation is not a single construct but rather subsumes a variety of different constructs like ability self-concepts, task values, goals, and achievement motives. The few existing studies that investigated diverse motivational constructs as predictors of school students’ academic achievement above and beyond students’ cognitive abilities and prior achievement showed that most motivational constructs predicted academic achievement beyond intelligence and that students’ ability self-concepts and task values are more powerful in predicting their achievement than goals and achievement motives. The aim of the present study was to investigate whether the reported previous findings can be replicated when ability self-concepts, task values, goals, and achievement motives are all assessed at the same level of specificity as the achievement criteria (e.g., hope for success in math and math grades). The sample comprised 345 11th and 12th grade students (M = 17.48 years old, SD = 1.06) from the highest academic track (Gymnasium) in Germany. Students self-reported their ability self-concepts, task values, goal orientations, and achievement motives in math, German, and school in general. Additionally, we assessed their intelligence and their current and prior Grade point average and grades in math and German. Relative weight analyses revealed that domain-specific ability self-concept, motives, task values and learning goals but not performance goals explained a significant amount of variance in grades above all other predictors of which ability self-concept was the strongest predictor. Results are discussed with respect to their implications for investigating motivational constructs with different theoretical foundation.
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Affiliation(s)
| | - Anne F Weidinger
- Department of Psychology, TU Dortmund University, Dortmund, Germany
| | - Malte Schwinger
- Department of Psychology, Philipps-Universität Marburg, Marburg, Germany
| | - Birgit Spinath
- Department of Psychology, Heidelberg University, Heidelberg, Germany
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16
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Wang J, Rao N. Classroom goal structures: Observations from urban and rural high school classes in China. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22271] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Jing Wang
- Department of Curriculum and Instruction, Faculty of Education; The Chinese University of Hong Kong; Hong Kong The People's Republic of China
| | - Nirmala Rao
- Division of Learning, Development and Diversity, Faculty of Education; The University of Hong Kong; Hong Kong The People's Republic of China
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17
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Motivation belief profiles in science: Links to classroom goal structures and achievement. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.08.003] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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18
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Lazarides R, Viljaranta J, Aunola K, Nurmi JE. Teacher ability evaluation and changes in elementary student profiles of motivation and performance in mathematics. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.08.010] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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19
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Nerstad CGL, Richardsen AM, Roberts GC. Who are the high achievers at work? Perceived motivational climate, goal orientation profiles, and work performance. Scand J Psychol 2018; 59:661-677. [PMID: 30265374 DOI: 10.1111/sjop.12490] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2017] [Accepted: 07/16/2018] [Indexed: 11/26/2022]
Abstract
The purpose of this study was to respond to the call for research on goal orientation (mastery and performance orientation) profiles in work contexts. Among 8,282 engineers and technologists, Latent profile analyses indicated that four different goal orientation profiles existed - primarily mastery oriented, indifferent, moderate multiple goals, and success oriented. Both success oriented employees and employees who are primarily mastery oriented indicated the highest individual work performance. Further, mastery and performance climates were found to be relevant antecedents of employees' goal orientation profiles. Supplementary analyses suggested that a primarily mastery oriented profile seems to be more beneficial for the facilitation of employee well-being. The practical implications of these findings and directions for future research are presented.
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20
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Gunderson EA, Donnellan MB, Robins RW, Trzesniewski KH. The specificity of parenting effects: Differential relations of parent praise and criticism to children's theories of intelligence and learning goals. J Exp Child Psychol 2018; 173:116-135. [PMID: 29702379 PMCID: PMC5986600 DOI: 10.1016/j.jecp.2018.03.015] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2017] [Revised: 02/08/2018] [Accepted: 03/21/2018] [Indexed: 11/30/2022]
Abstract
Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Furthermore, parent praise is associated with children's incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less attention. We examine these associations by analyzing two existing datasets (Study 1: N = 317 first to eighth graders; Study 2: N = 282 fifth and eighth graders). In both studies, older children held more incremental theories of intelligence, but lower learning goals, than younger children. Unexpectedly, the relation between theories of intelligence and learning goals was nonsignificant and did not vary with children's grade level. In both studies, overall perceived parent praise positively related to children's learning goals, whereas perceived parent criticism negatively related to incremental theories of intelligence. In Study 2, perceived parent process praise was the only significant (positive) predictor of children's learning goals, whereas perceived parent person criticism was the only significant (negative) predictor of incremental theories of intelligence. Finally, Study 2 provided some support for our hypothesis that age-related differences in perceived parent praise and criticism can explain age-related differences in children's learning goals. Results suggest that incremental theories of intelligence and learning goals might not be strongly related during childhood and that perceived parent praise and criticism have important, but distinct, relations with each motivational construct.
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Affiliation(s)
| | - M Brent Donnellan
- Department of Psychology, Michigan State University, East Lansing, MI 48824, USA
| | - Richard W Robins
- Department of Psychology, University of California, Davis, Davis, CA 95616, USA
| | - Kali H Trzesniewski
- Department of Human Ecology, University of California, Davis, Davis, CA 95616, USA
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Influence of parents’ implicit theories about ability on parents’ learning-related behaviors, children’s implicit theories, and children’s academic achievement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.07.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Trautner M, Schwinger M. Differentiation of academic self-concept in primary school students with mild learning difficulties: A factor mixture analysis approach. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.05.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Kunst EM, van Woerkom M, van Kollenburg GH, Poell RF. Stability and change in teachers' goal orientation profiles over time: Managerial coaching behavior as a predictor of profile change. JOURNAL OF VOCATIONAL BEHAVIOR 2018. [DOI: 10.1016/j.jvb.2017.10.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Hornstra L, Majoor M, Peetsma T. Achievement goal profiles and developments in effort and achievement in upper elementary school. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2017; 87:606-629. [PMID: 28608359 PMCID: PMC5697574 DOI: 10.1111/bjep.12167] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2016] [Revised: 05/05/2017] [Indexed: 11/29/2022]
Abstract
BACKGROUND The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. AIMS This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. SAMPLE Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). METHODS Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. RESULTS Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. CONCLUSIONS Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics.
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Affiliation(s)
- Lisette Hornstra
- Department of EducationUtrecht UniversityThe Netherlands
- Research Institute of Child Development and EducationUniversity of AmsterdamThe Netherlands
| | - Marieke Majoor
- Research Institute of Child Development and EducationUniversity of AmsterdamThe Netherlands
| | - Thea Peetsma
- Research Institute of Child Development and EducationUniversity of AmsterdamThe Netherlands
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