Literaturnachweis - Detailanzeige
Autor/inn/en | Tuominen-Soini, Heta; Salmela-Aro, Katariina; Niemivirta, Markku |
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Titel | Achievement Goal Orientations and Academic Well-Being across the Transition to Upper Secondary Education |
Quelle | In: Learning and Individual Differences, 22 (2012) 3, S.290-305 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1041-6080 |
DOI | 10.1016/j.lindif.2012.01.002 |
Schlagwörter | Secondary School Students; Burnout; School Choice; Academic Achievement; Goal Orientation; Student Motivation; Profiles; Learner Engagement; Mastery Learning; Study Habits; Group Membership; Well Being Sekundarschüler; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Choice of school; Schulwahl; Schulleistung; Zielorientierung; Zielvorstellung; Schulische Motivation; Charakterisierung; Profilanalyse; Study behavior; Study behaviour; Studienverhalten; Gruppenzugehörigkeit; Well-being; Wellness; Wohlbefinden |
Abstract | The aim of this study was to examine students' (N = 579) achievement goal orientation profiles, the temporal stability of these profiles across the transition to upper secondary education, and profile differences in academic well-being (i.e., school value, school burnout, schoolwork engagement, satisfaction with educational choice). By means of latent profile analysis, four groups of students with distinct motivational profiles were identified: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Motivational profiles were relatively stable across the transition; half of the students displayed identical profiles over time and most of the changes in the group memberships were directed towards neighboring groups. Regarding group differences, indifferent and avoidance-oriented students showed less adaptive patterns of motivation and academic well-being than did mastery- and success-oriented students. Both mastery- and success-oriented students were highly engaged in studying and found their schoolwork meaningful, although success-oriented students' stronger concerns with performance seemed to make them more vulnerable to school burnout. (Contains 9 tables and 3 figures.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |