Maximal Levels of Aspiration, Minimal Boundary Goals, and Their Relationships with Academic Achievement: The Case of Secondary-School Students

Autor/inn/en	Hodis, Flaviu A.; Johnston, Michael; Meyer, Luanna H.; McClure, John; Hodis, Georgeta M.; Starkey, Louise
Titel	Maximal Levels of Aspiration, Minimal Boundary Goals, and Their Relationships with Academic Achievement: The Case of Secondary-School Students
Quelle	In: British Educational Research Journal, 41 (2015) 6, S.1125-1141 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3189
Schlagwörter	Foreign Countries; Secondary School Students; Academic Achievement; Student Motivation; Academic Aspiration; Goal Orientation; Predictor Variables; Mastery Learning; Self Efficacy; Demography; Student Characteristics; Context Effect; Extracurricular Activities; Individual Differences; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schulleistung; Schulische Motivation; Zielorientierung; Zielvorstellung; Prädiktor; Self-efficacy; Selbstwirksamkeit; Demografie; Außerunterrichtliche Aktivität; Individueller Unterschied; Neuseeland
Abstract	Maximising educational attainment is important for both individuals and societies. However, understanding of why some students achieve better than others is far from complete. Motivation and achievement data from a sample of 782 secondary-school students in New Zealand reveal that two specific types of outcome goals, namely "maximal levels of aspiration" and "minimal boundary goals," predict subsequent student achievement independently of mastery, performance goals, self-efficacy, student demographics and context variables including school type and time spent in out-of-school activities. In addition, our results underline that the relationships between these two specific outcome goals and achievement are moderated by the type of assessment tasks used to index achievement. Taken together, these findings demonstrate that understanding variability in students' academic performance can be significantly enhanced by taking into consideration individual differences in the strength of their maximal levels of aspirations and minimal boundary goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01