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We examined what kinds of achievement goal orientation profiles can be identified among sixth-graders (N=761) and how students with different profiles differ with respect to their education-related personal goals, goal appraisals (i.e., commitment, effort, progress, and stress), and academic achievement. By utilizing a person-oriented approach and K-means cluster analysis, groups of students with different motivational profiles were identified. The open-ended answers concerning personal goals were categorized by means of qualitative content analysis. Group differences in education-related goals, goal appraisals, and academic achievement were examined by means of cross-tabulations and analyses of variance. Four achievement goal orientation profiles were identified: performance-avoidance-oriented (30%), mastery-oriented (25%), success-oriented (22%) and avoidance-oriented (23%). Mastery- and success-oriented students reported the highest academic achievement, and commitment and effort related to their educational goals. Performance-avoidance- and success-oriented students appraised their goals as more stressful than mastery-oriented students. The results indicate that there are differently motivated sixth-graders who also differ with respect to their goal appraisals. Mastery- and success-oriented students have positive goal appraisals, but strong performance-focus seem to entail also goal-related stress.
|Bidragets titel på inmatningsspråk||Achievement goal orientations, education-related personal goals, and academic achievement among sixth-graders|
|Status||Publicerad - 2018|
- 515 Psykologi
- 516 Pedagogik