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Autor/inn/en | Shim, S. Serena; Ryan, Allison M.; Anderson, Carolyn J. |
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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 |
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 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). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |