The Relationship among Achievement Goals, Standardized Test Scores, and Elementary Students' Focus in School

Autor/inn/en	Jones, Martin H.; Mueller, Christian E.
Titel	The Relationship among Achievement Goals, Standardized Test Scores, and Elementary Students' Focus in School
Quelle	In: Psychology in the Schools, 54 (2017) 9, S.979-990 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Martin H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22040
Schlagwörter	Correlation; Goal Orientation; Academic Achievement; Mastery Learning; Self Concept; Interpersonal Relationship; Urban Schools; Elementary School Students; Gender Differences; Standardized Tests; Scores + Suchen Sie Ihr Suchwort? Korrelation; Zielorientierung; Zielvorstellung; Schulleistung; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Geschlechterkonflikt; Standadised tests; Standardisierter Test
Abstract	The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery-approach and less mastery-avoid achievement goals. Academic achievement (standardized test scores) did not relate with boys' or girls' focus toward school. These findings suggest that academic motivation, but not achievement, correspond with self-perceptions of school as being a place to learn or school as a place for social interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01