Achievement Goals, Motivations, and Social and Emotional Adjustment in High School: A Longitudinal Mediation Test

Autor/inn/en	Duchesne, Stéphane; Ratelle, Catherine F.
Titel	Achievement Goals, Motivations, and Social and Emotional Adjustment in High School: A Longitudinal Mediation Test
Quelle	In: Educational Psychology, 40 (2020) 8, S.1033-1051 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1778641
Schlagwörter	Academic Achievement; Student Motivation; Emotional Adjustment; Social Adjustment; High School Students; Predictor Variables; Grade 8; Grade 9; Grade 10; Goal Orientation; Foreign Countries; Surveys; Learning Motivation; Measures (Individuals); Children; Depression (Psychology); Symptoms (Individual Disorders); Canada; Patterns of Adaptive Learning Survey; Academic Motivation Scale; Childrens Depression Inventory + Suchen Sie Ihr Suchwort? Schulleistung; Schulische Motivation; Emotionale Anpassung; Soziale Anpassung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Zielorientierung; Zielvorstellung; Ausland; Survey; Umfrage; Befragung; Motivation for studies; Lernmotivation; Messdaten; Child; Kind; Kinder; Psychiatrische Symptomatik; Kanada
Abstract	This 2-year prospective study aimed to examine the predictive role of students' achievement goals (mastery-approach and performance-avoidance) on socioemotional adjustment in high school by assessing the potential mediating contribution of academic motivations. A total of 407 high school students (46% boys) were surveyed each year in Secondary 2 (Grade 8), 3 (Grade 9), and 4 (Grade 10). Results indicated that mastery and performance-avoidance goals in Secondary 2 predicted emotional adjustment in Secondary 4, and that these links were mediated by introjected regulation and amotivation in Secondary 3. In addition, performance-avoidance goals predicted social adjustment in high school, without it being mediated by motivation types. Results are discussed with respect to their implications for teacher training programmes. Limitations and future research directions are also outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01