Adolescents' Goals, Self-Efficacy, and Positive Emotions -- How Important Is the Learning Context?

Autor/inn/en	Schweder, Sabine; Raufelder, Diana; Wulff, Tino
Titel	Adolescents' Goals, Self-Efficacy, and Positive Emotions -- How Important Is the Learning Context?
Quelle	In: International Journal of School & Educational Psychology, 10 (2022) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2020.1791771
Schlagwörter	Goal Orientation; Self Efficacy; Psychological Patterns; Student Motivation; Academic Achievement; Gender Differences; Grade 7; Grade 8; Middle School Students; Independent Study; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Schulleistung; Geschlechterkonflikt; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Selbststudium; Ausland; Deutschland
Abstract	Fostering adolescents' self-efficacy and positive emotions through learning contexts which induce beneficial achievement goals can prevent motivational decline in adolescents. Achievement goal theory states that the learning context and gender moderate the interplay of self-efficacy, emotions, and achievement goals. This study compared female and male students in teacher-directed learning (TL) with those of students in a learning context based on self-directed learning (SL). With data gathered from questionnaires completed by 828 adolescents (7th/8th grades; M[subscript Age] = 13.6; SD = 0.88), latent mean comparison revealed that female as well as male adolescents in SL report higher means in mastery goals and positive emotions. Results of multigroup structural equation modeling showed that for both female and male students in SL, solely mastery goals are significantly related to both positive emotions and self-efficacy, whereas boys and girls in TL showed different associations: In particular, boys in TL seem to have disadvantageous patterns based on work avoidance orientation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01