Growth Goal Setting in High School: A Large-Scale Study of Perceived Instructional Support, Personal Background Attributes, and Engagement Outcomes

Autor/inn/en	Martin, Andrew J.; Burns, Emma C.; Collie, Rebecca J.; Bostwick, Keiko C. P.; Flesken, Anaïd; McCarthy, Ian
Titel	Growth Goal Setting in High School: A Large-Scale Study of Perceived Instructional Support, Personal Background Attributes, and Engagement Outcomes
Quelle	In: Journal of Educational Psychology, 114 (2022) 4, S.752-771 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Andrew J.) ORCID (Burns, Emma C.) ORCID (Collie, Rebecca J.) ORCID (Bostwick, Keiko C. P.) ORCID (Flesken, Anaïd)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000682
Schlagwörter	High School Students; Goal Orientation; Socioeconomic Status; Feedback (Response); Teacher Attitudes; Foreign Countries; Teacher Student Relationship; Prediction; Academic Persistence; Homework; Academic Aspiration; Learner Engagement; Correlation; Relevance (Education); Outcomes of Education; Educational Practices; Student Characteristics; Australia + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zielorientierung; Zielvorstellung; Socio-economic status; Sozioökonomischer Status; Lehrerverhalten; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Vorhersage; Hausaufgabe; Korrelation; Relevance; Relevanz; Lernleistung; Schulerfolg; Bildungspraxis; Australien
Abstract	The present investigation examined the role of teachers' instructional support (student reports of relevance, organization and clarity, feedback-feedforward) in predicting students' growth goal setting and, in turn, the roles of instructional support and growth goal setting in predicting students' academic engagement (perseverance, aspirations, school attendance, homework behavior). Also examined was the question of whether the relationship between students' background attributes and engagement is moderated by their growth goal setting (e.g., whether growth goal setting attenuates negative effects of low socioeconomic status). The sample comprised N = 61,879 students in grades 7-10 from schools across New South Wales, Australia. The results of structural equation modeling showed that perceived instructional relevance and feedback-feedforward from teachers positively predicted students' growth goal setting; that growth goal setting predicted gains in students' perseverance, aspirations, and homework behavior; and that growth goal setting significantly mediated the relationship between perceived instructional support and engagement. Additionally, growth goal setting appeared to significantly bolster some outcomes for low achieving students and students from low socioeconomic backgrounds. These findings add to the growing body of literature about the positive role of growth goal setting in students' outcomes and provide direction for educational practice. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01