Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students.

Autor/inn/en	Niepel, Christoph; Brunner, Martin; Preckel, Franzis
Titel	Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students. Gefälligkeitsübersetzung: Leistungsziele, akademisches Selbstkonzept und Schulnoten in Mathematik: Längsschnittliche wechselseitige Beziehungen bei Sekundarstufenschüler(inne)n mit überdurchschnittlicher Begabung.
Quelle	In: Contemporary educational psychology, 39 (2014) 4, S. 301-313Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2014.07.002
Schlagwörter	Einstellung (Psychologie); Selbstkonzept; Lehrer; Motivation; Mathematik; Leistung; Ziel
Abstract	Investigated the relations between achievement goals, academic self-concept, and achievement in terms of school grades in the domain of mathematics. Data from 769 students (mean age 11 years at baseline) from the highest track of German secondary schools were obtained at 3 points (grades 5, 6, and 8). Assessment measures included the Self-Description Questionnaire (SDQ), an adapted version of the Achievement Goals Questionnaire (AGQ), and self-reported grades in mathematics. Results showed that achievement goals (performance-approach, performance-avoidance, and mastery) predict achievement but not incrementally after controlling for academic self-concept, supporting the confound hypothesis. Moreover, performance-based, but not mastery goals predicted (positive) academic self-concept changes over time. Overall findings replicate the reciprocal effects model for academic self-concept and achievement. Recommendations for future research include intervention studies to examine causality, the inclusion of standardized test scores, more diverse student samples, and an examination of the continuous effects of these factors over time. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3