The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success

Autor/inn/en	Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing
Titel	The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success
Quelle	In: Educational Psychology, 34 (2014) 1, S.49-72 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2013.825232
Schlagwörter	Self Concept; Student Motivation; Goal Orientation; High School Students; Foreign Countries; Mathematics Achievement; Mastery Learning; Correlation; Academic Ability; Measures (Individuals); Questionnaires; Student Attitudes; Models; Longitudinal Studies; Structural Equation Models; Australia; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Selbstkonzept; Schulische Motivation; Zielorientierung; Zielvorstellung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Messdaten; Fragebogen; Schülerverhalten; Analogiemodell; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Australien
Abstract	Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a paucity of research testing the longitudinal relations between achievement goal orientations and academic self-concept with achievement. The present investigation aimed to contribute to addressing these limitations. The sample consisted of 2786 Australian high school students (ages 11-17) measured at four time waves six months apart. Separate models indicated reciprocal relations between mathematics self-concept and achievement and mathematics performance approach goal orientation and achievement. There was little evidence of reciprocal relations between a mastery approach goal orientation and achievement. Juxtaposing the variables, when all were included in a single model, only self-concept had significant reciprocal relationships with achievement. (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