Achievement Goals and Engagement with Academic Work in Early High School: Does Seeking Help from Teachers Matter?

Autor/inn/en	Duchesne, Stéphane; Larose, Simon; Feng, Bei
Titel	Achievement Goals and Engagement with Academic Work in Early High School: Does Seeking Help from Teachers Matter?
Quelle	In: Journal of Early Adolescence, 39 (2019) 2, S.222-252 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431617737626
Schlagwörter	Foreign Countries; Academic Achievement; Goal Orientation; Learner Engagement; Help Seeking; Middle School Students; Grade 7; Grade 8; Mastery Learning; Predictor Variables; Canada + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Zielorientierung; Zielvorstellung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Prädiktor; Kanada
Abstract	The aim of this longitudinal study was to examine seeking help from teachers as a mechanism mediating the relationship between achievement goals adopted by students early in the school year and their degree of behavioral and cognitive engagement in academic work almost 2 years later. A sample of 456 French Canadian students (215 boys; 240 girls; one unspecified) in Grade 7 (61%) and Grade 8 (39%) participated in the study. Results of structural equation modeling showed that mastery goals (approach and avoidance) were indirect predictors of both behavioral and cognitive engagement through seeking help from teachers. Performance goals (avoidance, but not approach orientation) were associated with cognitive engagement through help-seeking behaviors. Overall, these results suggest that achievement goals are key drivers of changes in academic engagement in early high school and that their contribution is explained by seeking help from teachers. Practical implications, limitations, and future research directions are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01