Developmental Trajectories of Achievement Goal Orientations during the Middle School Transition: The Contribution of Emotional and Behavioral Dispositions

Autor/inn/en	Duchesne, Stéphane; Ratelle, Catherine F.; Feng, Bei
Titel	Developmental Trajectories of Achievement Goal Orientations during the Middle School Transition: The Contribution of Emotional and Behavioral Dispositions
Quelle	In: Journal of Early Adolescence, 34 (2014) 4, S.486-517 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431613495447
Schlagwörter	Longitudinal Studies; Goal Orientation; Depression (Psychology); Foreign Countries; Mastery Learning; Middle School Students; Developmental Tasks; Elementary School Students; Anxiety; Attention Deficit Disorders; Grade 6; Grade 9; Prediction; Group Membership; French Canadians; Academic Achievement; Mothers; Measures (Individuals); Symptoms (Individual Disorders); Regression (Statistics); Student Behavior; Canada; Patterns of Adaptive Learning Survey; Child Behavior Checklist; Childrens Depression Inventory; Childrens Manifest Anxiety Scale + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zielorientierung; Zielvorstellung; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Entwicklungsaufgabe; Angst; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; Vorhersage; Gruppenzugehörigkeit; Frankokanadier; Schulleistung; Mother; Mutter; Messdaten; Psychiatrische Symptomatik; Regression; Regressionsanalyse; Student behaviour; Schülerverhalten; Kanada
Abstract	This longitudinal study builds on research addressing changes in achievement goal orientations (AG) across the transition to middle school. We had two objectives. The first was to identify and describe different development trajectories of AG (mastery, performance-approach, and performance-avoidance) from the last year of elementary school (Grade 6) to the third year of middle school (Grade 9, or Secondary 3). The second was to determine whether these trajectories depend on individual dispositions such as anxiety, depression, aggressiveness, and inattention. A sample of 378 French-speaking students from the province of Quebec and their mothers participated in a 4-year longitudinal study. Results showed three trajectories for mastery goals (High, Moderate, and Moderate-declining) and four trajectories for performance-approach (High, Moderate-declining, Low-increasing, and Low) and performance-avoidance goals (High, High-declining, Moderate, and Low-declining). Individual dispositions in the sixth grade predicted trajectory group membership. Results are discussed in light of their implications for the literature on AG and education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10