Changes in Self-Esteem across the First Year in College: The Role of Achievement Goals

Autor/inn/en	Shim, Sungok Serena; Ryan, Allison M.; Cassady, Jerrell
Titel	Changes in Self-Esteem across the First Year in College: The Role of Achievement Goals
Quelle	In: Educational Psychology, 32 (2012) 2, S.149-167 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2011.627837
Schlagwörter	College Freshmen; Achievement Need; Longitudinal Studies; Educational Objectives; Universities; Predictor Variables; Self Esteem; Academic Achievement; Individual Differences; Educational Psychology + Suchen Sie Ihr Suchwort? Studienanfänger; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Educational objective; Bildungsziel; Erziehungsziel; University; Universität; Prädiktor; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Individueller Unterschied; Erziehungspsychologie; Pädagogische Psychologie
Abstract	This longitudinal study examined the effects of achievement goals on the growth trajectories of self-esteem during the first-year at a comprehensive public university. College freshmen (N = 311) were followed for one academic year with three time points. Between-individual differences and within-individual change in achievement goals were distinguished and used as predictors for the growth trajectories of self-esteem. A growth curve analysis revealed that initially high mastery goals and subsequent increases in mastery goals were related to high self-esteem while initially high performance-avoidance goals were related to low self-esteem. The initial levels of performance-approach goals were not related to self-esteem but subsequent increases in performance-approach goals were associated with low self-esteem. Theoretical and practical implications are discussed. (Contains 5 tables and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10