The relationship of school self-concept, goal orientations and achievement during adolescence.

Autor/inn/en	Bakadorova, Olga; Raufelder, Diana
Titel	The relationship of school self-concept, goal orientations and achievement during adolescence.
Quelle	In: Self and identity, 19 (2020) 2, S. 235-249 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1529-8868; 1529-8876
DOI	10.1080/15298868.2019.1581082
Schlagwörter	Mediation; Selbstkonzept; Selbstwahrnehmung; Zielstrebigkeit; Adoleszenz; Schuljahr 08; Schulische Motivation; Schulleistung; Leistungsmotivation; Leistung; Zielorientierung; Zielsetzung; Jugendlicher; Brandenburg
Abstract	The reciprocal effects model suggests that school self-concept and achievement are cyclically related and reinforce each other. Moreover, achievement motivation and goal orientation in particular may mediate this association although the empirical findings on this assumption are incongruent. This study aims to bring more clarity to this issue and explores potential longitudinal mediating effects of different goal orientations in extension of the reciprocal effects model using data from 1088 eighth grade students at T1 (M AGE = 13.70, SD = 0.53, 54% girls) from Brandenburg, Germany. Data analysis was executed using cross-lagged panel design with indirect effects (mediation) in Mplus. The results suggest that only mastery goal orientation partially mediates the association of school self-concept (T1) and achievement (T2). The results are discussed in the context of current research. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2