Changes in Students' Achievement Goals in Advanced Learning Environment: A Multivariate Multilevel Model

Autor/inn/en	Mammadov, Sakhavat; Hertzog, Nancy B.
Titel	Changes in Students' Achievement Goals in Advanced Learning Environment: A Multivariate Multilevel Model
Quelle	In: Educational Psychology, 41 (2021) 9, S.1097-1116 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mammadov, Sakhavat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.1975654
Schlagwörter	Achievement Need; High Achievement; Goal Orientation; Mastery Learning; Academically Gifted; Acceleration (Education); Advanced Courses; Summer Programs; High School Students; Middle School Students; Adolescents; Educational Environment; Grading; Personal Autonomy; Intelligence; Beliefs; Predictor Variables + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Acceleration; Beschleunigung; Fortgeschrittenenunterricht; Sommerkurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Notengebung; Schulnote; Individuelle Autonomie; Intelligenz; Klugheit; Belief; Glaube; Prädiktor
Abstract	This study investigated changes in students' achievement goals as a result of their participation in academic summer programs for advanced learners. Researchers examined whether the type of classes, assigning grades, student gender, classroom autonomy support, and instructor's implicit theories of intelligence (mindset) moderated student change trajectories in achievement goals. Multilevel multivariate model for parallel growth processes was selected for the analyses. There was no change in mastery goals. Endorsement of performance-approach goals decreased, whereas performance-avoidance goals increased significantly. Gender had a significant effect on the level of performance avoidance but did not affect the change in performance goals. Students in classes that were graded demonstrated significantly greater increase in performance avoidance and greater decrease in performance approach over time than their peers in classes without grades. Teacher mindset, the type of classes, and autonomy support did not affect changes in performance goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01