Adolescent Academic, Social and Future Achievement Goal Orientations: Implications for Achievement by Gender and Parental Education

Autor/inn/en	Giota, Joanna; Bergh, Daniel
Titel	Adolescent Academic, Social and Future Achievement Goal Orientations: Implications for Achievement by Gender and Parental Education
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 5, S.831-850 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1755360
Schlagwörter	Adolescents; Grade 9; Secondary School Students; Student Motivation; Achievement Need; Academic Achievement; Goal Orientation; Long Range Planning; Mastery Learning; Gender Differences; Parent Background; Educational Attainment; Socioeconomic Status; Social Responsibility; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Schulische Motivation; Schulleistung; Zielorientierung; Zielvorstellung; Langfristige Planung; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Socio-economic status; Sozioökonomischer Status; Soziale Verantwortung; Ausland; Schweden
Abstract	Research on social aspects of academic motivation is scarce. Based on two nationally representative cohorts within the Swedish longitudinal ETF-project, the study examined (a) relationships between academic mastery/performance, social and future achievement goal orientations in the Swedish grade 9 compulsory school (2008/2014); (b) their implications for academic achievement; (c) interaction effects by gender and parental education. Social responsibility exerts the strongest effect on achievement; independently and combined. Girls strive for these goals more often than boys. All orientations are important for achievement; and for disadvantaged students in particular. The findings are important for interventions on enhancing motivation and reducing achievement gaps between student groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01