Achievement Goals during Middle Childhood: Individual Differences in Motivation and Social Adjustment

Autor/inn/en	Wilson, Travis M.; Zheng, Chanjin; Lemoine, Katherine A.; Martin, Caroline P.; Tang, Yue
Titel	Achievement Goals during Middle Childhood: Individual Differences in Motivation and Social Adjustment
Quelle	In: Journal of Experimental Education, 84 (2016) 4, S.723-743 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2015.1094648
Schlagwörter	Goal Orientation; Academic Achievement; Individual Differences; Social Adjustment; Multivariate Analysis; Mastery Learning; Grade 3; Elementary School Students; Questionnaires; Surveys; Self Efficacy; Teacher Attitudes; Teacher Student Relationship; Measures (Individuals); Rating Scales; Correlation; Statistical Analysis; Case Studies; Children; Adolescents; Comparative Analysis; Student Motivation; Student Attitudes; Likert Scales; Patterns of Adaptive Learning Survey; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Schulleistung; Individueller Unterschied; Soziale Anpassung; Multivariate Analyse; School year 03; 3. Schuljahr; Schuljahr 03; Fragebogen; Survey; Umfrage; Befragung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Messdaten; Rating-Skala; Korrelation; Statistische Analyse; Case study; Fallstudie; Case Study; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulische Motivation; Schülerverhalten; Likert-Skala
Abstract	Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported adjustment variables. Cluster analysis revealed four groups of students: mastery (above average in mastery goals, below average in performance-approach and performance-avoidance goals), multi-goal (above average in all three goals), avoidant (above average in performance-avoidance goals, below average in mastery and performance-approach goals), and low motivation (below average in all three goals). Clusters differed in self-reported academic self-efficacy and perceptions of teacher support, teacher-reported academic competence, and peer nominations of social status. Mastery students had the most adaptive profiles; low motivation, the least adaptive. Avoidant boys had more maladaptive profiles than avoidant girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01