Approach Goal Orientations in North African French Adolescents: The Longitudinal Effects of Ethnic Identity and Valuing of School

Autor/inn/en	Hoffman, Adam J.; Kurtz-Costes, Beth; Loose, Florence; Dumas, Florence; Smeding, Annique; Régner, Isabelle
Titel	Approach Goal Orientations in North African French Adolescents: The Longitudinal Effects of Ethnic Identity and Valuing of School
Quelle	In: Journal of Educational Psychology, 111 (2019) 8, S.1498-1511 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000348
Schlagwörter	Goal Orientation; Adolescent Attitudes; Ethnicity; Student School Relationship; Minority Group Students; Learning Motivation; Longitudinal Studies; Value Judgment; Academic Achievement; Sense of Community; Middle School Students; Early Adolescents; Mastery Learning; Racial Identification; Foreign Countries; Grade 7; Grade 8; Grade 9; Economically Disadvantaged; France; Algeria; Morocco; Tunisia + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Ethnizität; Schüler-Lehrer-Beziehung; Motivation for studies; Lernmotivation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Werturteil; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Frankreich; Algerien; Marokko; Tunesien
Abstract	Research has suggested mixed results regarding the relations between dimensions of ethnic-racial identity (ERI) and academic outcomes. Furthermore, little scholarship has explored the mechanisms that underlie these relations. In the current study, we investigated the longitudinal relations of 2 dimensions of ERI (embedded achievement, and ethnic affirmation and belonging) with achievement approach goal orientations, and we tested whether these relations were mediated by valuing of school among North African French middle school students (N = 336). Adolescents completed surveys annually during the last 3 years of French middle school (Grades 7, 8, and 9). Results of path analyses indicated positive direct effects of Grade 7 embedded achievement on Grade 9 performance-approach goals. Grade 7 ethnic affirmation/belonging negatively predicted Grade 9 performance approach goals. The anticipated indirect effects of Grade 7 embedded achievement and affirmation/belonging on performance and mastery-approach goals via students' Grade 8 reports of valuing of school were nonsignificant. These results clarify ways in which aspects of ERI might have different relations with achievement striving among ethnic/racial minority youth, thereby enriching theorizing vis-à-vis ERI and academic motivation in an understudied population in psychological and educational science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01