Learning Goal Orientation in High-Ability and Average-Ability Students: Developmental Trajectories, Contextual Predictors, and Long-Term Educational Outcomes

Autor/inn/en	Ramos, Alicia; De Fraine, Bieke; Verschueren, Karine
Titel	Learning Goal Orientation in High-Ability and Average-Ability Students: Developmental Trajectories, Contextual Predictors, and Long-Term Educational Outcomes
Quelle	In: Journal of Educational Psychology, 113 (2021) 2, S.370-389 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000476
Schlagwörter	Learning Motivation; Goal Orientation; Academically Gifted; Academic Ability; Underachievement; Mathematics Achievement; Track System (Education); Context Effect; Predictor Variables; Student Development; Student Attitudes; Elementary School Students; Middle School Students; Early Adolescents; Peer Relationship; Teacher Student Relationship; Learner Engagement; Outcomes of Education; Mastery Learning; Socioeconomic Status; Gender Differences; Native Language; Foreign Countries; Intelligence Tests; Surveys; Belgium; Raven Progressive Matrices; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Zielorientierung; Zielvorstellung; Performance deficiency; Leistungsschwäche; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leistungsgruppe; Leistungsdifferenzierung; Prädiktor; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Ausland; Intelligence test; Intelligenztest; Survey; Umfrage; Befragung; Belgien
Abstract	Learning goal orientation is a prominent motivational construct that has been linked to positive student outcomes. For high-ability students, a lack of mastery learning goals has been theoretically and empirically associated with underachievement. However, longitudinal research examining the development and outcomes of their learning goal orientation, and comparing this development to that of average-ability peers, is lacking. In this study, we utilized a sample of 5,172 students to study the development of learning goal orientation in high-ability versus average-ability students across late elementary and early secondary school. Additionally, we investigated the association of perceived learning support from teachers and peers with this development. Finally, we examined the predictive value of learning goal orientation for the secondary school outcomes grade retention and nonacademic track pursuit. We found that high-ability students had lower initial learning goal orientation than their peers, and this remained lower across the transition to secondary school. Learning goal orientation declined on average for both groups of students. Perceived learning support from teachers and peers was found to be a general supportive factor to the development of learning goal orientation. Levels of learning goal orientation in late elementary school were found to predict the likelihood of completing an academic study track by the end of secondary education for both groups of students. Our findings affirm that learning motivation in middle school has long-term educational implications for high- as well as average-ability students, justifying the current trend of addressing student achievement outcomes through targeting their school motivation and engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01