Developments in Motivation and Achievement during Primary School: A Longitudinal Study on Group-Specific Differences

Autor/inn/en	Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique
Titel	Developments in Motivation and Achievement during Primary School: A Longitudinal Study on Group-Specific Differences
Quelle	In: Learning and Individual Differences, 23 (2013), S.195-204 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.09.004
Schlagwörter	Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Student Motivation; Academic Achievement; Reading Comprehension; Self Efficacy; Gender Differences; Ethnicity; Socioeconomic Background; Longitudinal Studies + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Schulische Motivation; Schulleistung; Leseverstehen; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Ethnizität; Sozioökonomische Lage; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	To gain insight in developmental trajectories of motivation during upper primary school, the present study focused on how different aspects of students' motivation, i.e., task-orientation, self-efficacy, and school investment develop from grade three to six of primary school and how these developments differ for boys and girls, and students with different ethnic or social backgrounds. Furthermore the longitudinal relation between motivation and achievement in reading comprehension was examined. A total of 722 students completed questionnaires during five measurements. Latent growth curve analyses were performed. Results showed a negative development in task-orientation, self-efficacy remained relatively stable and school investment increased over time, but there were considerable differences in developments across different groups of students. Regardless of gender and background, however, developments in these aspects of motivation were substantially positively related to developments in achievement, beyond what can be explained by cognitive ability and background characteristics. (Contains 6 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10