Achievement Goal Profiles and Developments in Effort and Achievement in Upper Elementary School

Autor/inn/en	Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea
Titel	Achievement Goal Profiles and Developments in Effort and Achievement in Upper Elementary School
Quelle	In: British Journal of Educational Psychology, 87 (2017) 4, S.606-629 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12167
Schlagwörter	Academic Achievement; Goal Orientation; Longitudinal Studies; Hierarchical Linear Modeling; Grade 5; Grade 6; Profiles; Mastery Learning; Correlation; Student Records; Scores; Outcomes of Education; Elementary School Students; Mathematics Achievement; Language Arts; Cognitive Processes + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Charakterisierung; Profilanalyse; Korrelation; Schülerakte; Lernleistung; Schulerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Cognitive process; Kognitiver Prozess
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01