Achievement Goals and School Achievement: The Transition to Different School Tracks in Secondary School

Autor/inn/en	Paulick, Isabell; Watermann, Rainer; Nuckles, Matthias
Titel	Achievement Goals and School Achievement: The Transition to Different School Tracks in Secondary School
Quelle	In: Contemporary Educational Psychology, 38 (2013) 1, S.75-86 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2012.10.003
Schlagwörter	Foreign Countries; Academic Achievement; Institutional Characteristics; Grade 4; Grade 6; Grade 5; Grades (Scholastic); Goal Orientation; Secondary School Students; Elementary School Students; Student Motivation; Correlation; Longitudinal Studies; Statistical Analysis; Predictor Variables; Track System (Education); Germany + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; Notenspiegel; Zielorientierung; Zielvorstellung; Sekundarschüler; Schulische Motivation; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Prädiktor; Leistungsgruppe; Leistungsdifferenzierung; Deutschland
Abstract	During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic tracks. Currently, there is a lack of research examining the changes in achievement goals (mastery-approach, performance-approach, and performance-avoidance goals) and in the association between achievement goals and school achievement during the transition to these different school tracks. There were 1646 students who participated in a large-scale, three-wave longitudinal study from Grade 4 to Grade 6. While results revealed only slight differences between the two school tracks, the three types of achievement goals declined over time. In elementary school mastery-approach goals were positively and performance-approach goals negatively associated with school grades. After the transition to secondary school mastery-approach goals predicted school grades positively, whereas performance-approach goals negatively influenced achievement (academic track). Overall, the results indicate that between-school-tracking plays a minor role for the development of achievement goals and the relation between goals and achievement. (Contains 5 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10