The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School.
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, es...
| Publicado en: | Journal of Youth & Adolescence Vol. 52; no. 10; pp. 2078 - 2095 |
|---|---|
| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Oct2023
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=167308508&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 167308508 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Oct2023 vid: 52 iid: 10 pid: 237 pub: Springer Nature artinfo: ui: 167308508 10.1007/s10964-023-01813-7 ppf: 2078 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 839KB tig: atl: The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School. aug: au: Zhang, Ying Watermann, Rainer Daniel, Annabell affil: Department of Sociology and Psychology, Central University of Finance and Economics, 100081, Beijing, China Department of Education and Psychology, Freie Universität Berlin, 14195, Berlin, Germany Department of Education and Rehabilitation, Ludwig-Maximilians-Universität München, 80802, Munich, Germany su: High schools Well-being Motivation (Psychology) Academic achievement Psychology of high school students Emotions Student attitudes Goal (Psychology) Multiple regression analysis Transitional programs (Education) Descriptive statistics Research funding Longitudinal method sug: subj: High schools Well-being Motivation (Psychology) Academic achievement Psychology of high school students Emotions Student attitudes Goal (Psychology) Elementary and Secondary Schools Multiple regression analysis Transitional programs (Education) Descriptive statistics Research funding Longitudinal method keyword: Achievement goal profiles School achievement Sustained effects Transition Achievement goal profiles School achievement Sustained effects Transition ab: 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 (M = 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|