Qualitative Insights into the Relationship between Socioeconomic Status and Students' Academic Achievement Goals

Autor/inn/en	Berger, Nathan; Archer, Jennifer
Titel	Qualitative Insights into the Relationship between Socioeconomic Status and Students' Academic Achievement Goals
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 4, S.787-803 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berger, Nathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-018-9442-1
Schlagwörter	Socioeconomic Status; Goal Orientation; Secondary School Students; Socioeconomic Influences; Social Attitudes; Values; Context Effect; Foreign Countries; Academic Aspiration; Australia + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Zielorientierung; Zielvorstellung; Sekundarschüler; Sozioökonomischer Faktor; Social attidude; Soziale Einstellung; Wertbegriff; Ausland; Australien
Abstract	Recent research using quantitative methodologies and an emerging social psychological theory of socioeconomic status (SES) has found an association between students' SES and their academic achievement goals. As a new area of research in the achievement goal tradition, there has been little investigation of the contextual influences upon particular goal orientations in divergent SES contexts. To explore these influences, focus groups were conducted with 24 secondary school students aged 16-17 years attending a high and a low SES school in New South Wales, Australia. These teenagers were approaching a 'developmental deadline' which required immediate decisions about future work and education pathways. As such, they could be experiencing a period of heightened contextual influences. Directed content analysis of the focus groups observed the broad distinctions in achievement goals seen in previous quantitative studies. However, the analysis elucidated some of the ways in which norms and values in different SES contexts influenced the adoption of particular goal orientations. In some cases, the same orientation had markedly different contextual influences stemming from students' SES backgrounds. From these exploratory findings, we argue for further research into the factors which influence the adoption of different achievement goals by students from different SES backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01