Achievement Goal Orientations and Academic Well-Being across the Transition to Upper Secondary Education

Autor/inn/en	Tuominen-Soini, Heta; Salmela-Aro, Katariina; Niemivirta, Markku
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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