Journalartikel - Artikel | | Peer reviewed

Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade

Autor(en)
Schwinger, Malte ; Wild, Elke
Normierter Zeitschriftentitel
Contemporary educational psychology 
DOI
10.1016/j.cedpsych.2011.08.001
ISSN
0361-476X
URL
https://pub.uni-bielefeld.de/record/2474504
Web of Science-ID
000299406700001

Weitere Details

Sprache
englisch
Darstellungsform
Text
Band
37
Ausgabe
1
Seitenbereich
1 - 13
Schlagwörter
Achievement goals , Goal profiles , Goal stability , Multiple goals

This study examined the longitudinal trajectories of achievement goal profiles in mathematics from third to seventh grade in a sample of 302 German students. Latent profile analyses were conducted separately for each school year and revealed three subgroups of students with distinct goal profiles labeled high multiple goals, moderate multiple goals, and primarily mastery-oriented. Only about one third of the students held the same goal profile across all school years. The amount of students pursuing moderate multiple goals increased over time, which supplements previous findings and theorizing about an ongoing differentiation of achievement goals during early adolescence. There were remarkably few differences in educational outcomes (interest, effort, achievement) between students from distinct goal profile groups. However, high multiple goal students showed the lowest test scores in sixth and seventh grade. Moreover, if students showed low performance during one school year, they were more likely to adopt a high multiple goals profile in the following year. Results are discussed in relation to individual cognitive developments, changes in school environments, and special characteristics of educational systems. (C) 2011 Elsevier Inc. All rights reserved.

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