Academic Self-Concept, Achievement Goals, and Achievement: Is Their Relation the Same for Academic Achievers and Underachievers?

Autor/inn/en	Preckel, Franzis; Brunner, Martin
Titel	Academic Self-Concept, Achievement Goals, and Achievement: Is Their Relation the Same for Academic Achievers and Underachievers?
Quelle	In: Gifted and Talented International, 30 (2015) 1-2, S.68-84 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2015.1137458
Schlagwörter	Academic Ability; Self Concept; Mastery Learning; Goal Orientation; Academic Achievement; High Achievement; Underachievement; Secondary School Students; Correlation; Track System (Education); Foreign Countries; Longitudinal Studies; Intervention; Cognitive Ability; Cognitive Tests; Statistical Analysis; Mathematics Achievement; Goodness of Fit; Comparative Analysis; Regression (Statistics); Maximum Likelihood Statistics; Germany; Cognitive Abilities Test + Suchen Sie Ihr Suchwort? Selbstkonzept; Zielorientierung; Zielvorstellung; Schulleistung; Performance deficiency; Leistungsschwäche; Sekundarschüler; Korrelation; Leistungsgruppe; Leistungsdifferenzierung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Denkfähigkeit; Kognitiver Fähigkeitstest; Statistische Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Deutschland
Abstract	This longitudinal study investigated the contribution of achievement goals and academic self-concept for the prediction of unexpected academic achievement (i.e., achievement that is higher or lower than expected with respect to students' cognitive ability) in general and when comparing groups of extreme over- and underachievers. Our sample comprised 769 students (50.78% female, 160 underachievers, 176 overachievers) in the highest track of the German secondary school system who were assessed three times (in grade 5, 6, and 8). Controlling for students' cognitive ability, results supported the reciprocal effects model for positive developmental relations between academic self-concept and achievement in the overall sample. Furthermore, academic self-concept and performance goals showed significant reciprocal relations. For achievement goals, only mastery goals showed positive reciprocal relationships with academic achievement, whereas performance goals (approach and avoidance) showed no significant relations. However, for underachieving students, academic self-concept as well as mastery goals were unrelated to later achievement, and for overachieving students, both constructs showed positive relations with later achievement. Findings indicate that interventions aimed at positive goal development might also produce positive and lasting impacts on academic self-concept and--mediated by self-concept--on academic achievement. However, this does not seem to apply to underachieving students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01