Achievement Goals and Achievement during Early Adolescence: Examining Time-Varying Predictor and Outcome Variables in Growth-Curve Analysis

Autor/inn/en	Shim, S. Serena; Ryan, Allison M.; Anderson, Carolyn J.
Titel	Achievement Goals and Achievement during Early Adolescence: Examining Time-Varying Predictor and Outcome Variables in Growth-Curve Analysis
Quelle	In: Journal of Educational Psychology, 100 (2008) 3, S.655-671 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/0022-0663.100.3.655
Schlagwörter	Academic Achievement; Early Adolescents; Predictor Variables; Motivation; Grade 6; Grade 7; Middle Schools; Educational Environment; Grade Point Average; African American Students; Elementary Schools; Illinois; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Schulleistung; Prädiktor; psychologische; Motivation (psychologisch); School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Mittelschule; Mittelstufenschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Elementary school; Grundschule; Volksschule
Abstract	The present study advances understanding of (a) the development of achievement goals, (b) the changing association of achievement goals and achievement over time, and (c) the implications of changes in achievement goals for changes in achievement over time. African American and European American adolescents' (N = 588) achievement goals and subsequent achievement were assessed at 4 time points (fall and spring of 6th and 7th grades) and modeled using growth-curve analytic techniques. There was an overall decline in all 3 types of achievement goals (mastery, performance-approach, and performance-avoidance goals), because of within-year rather than between-year decreases. The association between mastery goals and achievement was null at Time 1 and then positive at the following 3 time points. The association between performance-approach goals and achievement went from negative to null across time. Changes in students' goals, as well as their initial levels of goals, were particularly important in understanding how mastery goals foreshadow achievement. The implications of the findings for both theory and practice are discussed. (Contains 9 footnotes, 7 tables, and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10