Age-Related Differences in Achievement Goal Differentiation

Autor/in	Bong, Mimi
Titel	Age-Related Differences in Achievement Goal Differentiation
Quelle	In: Journal of Educational Psychology, 101 (2009) 4, S.879-896 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0015945
Schlagwörter	Self Efficacy; Student Motivation; Factor Analysis; Correlation; Elementary School Students; Middle School Students; Anxiety; Age Differences; Academic Achievement; Goal Orientation; Learning Strategies; Mathematics Achievement; Help Seeking; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Faktorenanalyse; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Angst; Age; Difference; Age difference; Altersunterschied; Schulleistung; Zielorientierung; Zielvorstellung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Ausland; Korea; Republik
Abstract	Validity of the 2 x 2 achievement goal framework for school-aged children and adolescents was examined, using self-report responses from 1,196 Korean elementary and middle school students. Confirmatory factor analysis models hypothesizing 4 distinct achievement goal factors demonstrated the best fit in all age groups. Nevertheless, achievement goals of these young students were strongly correlated with each other, regardless of the goal definition or valence. The correlation became increasingly weaker with the increasing age of the respondents. Students in Grades 1-4 endorsed a mastery-approach goal most strongly, but those in Grades 5-9 endorsed a performance-approach goal. Performance-avoidance and mastery-avoidance goals received significantly lower average ratings than did the 2 approach goals in all age groups. Whereas both mastery-approach and performance-approach goals correlated positively with self-efficacy, strategy use, and performance in math, only the performance-approach goal correlated positively with anxiety. Anxiety also correlated positively with the 2 avoidance goals. A performance-avoidance goal further demonstrated positive correlation with help-seeking avoidance, whereas a mastery-avoidance goal did so with strategy use. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10