Multiple Social and Academic Achievement Goals: Students' Goal Profiles and Their Linkages

Autor/inn/en	Bardach, Lisa; Daumiller, Martin; Lüftenegger, Marko
Titel	Multiple Social and Academic Achievement Goals: Students' Goal Profiles and Their Linkages
Quelle	In: Journal of Experimental Education, 91 (2023) 4, S.655-675 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bardach, Lisa) ORCID (Daumiller, Martin) ORCID (Lüftenegger, Marko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2022.2081959
Schlagwörter	Learner Engagement; Goal Orientation; Interpersonal Relationship; Self Concept; Bullying; Social Life; Secondary School Students; Student Characteristics; Correlation; Foreign Countries; Mathematics Achievement; Student School Relationship; Student Behavior; Austria + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstkonzept; Mobbing; Soziales Leben; Sekundarschüler; Korrelation; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schüler-Lehrer-Beziehung; Student behaviour; Schülerverhalten; Österreich
Abstract	Students' engagement in class stems from academic and social motivations, which can be expressed through their academic and social achievement goals. Using a person-centered approach, we investigated the configurations of academic and social achievement goals and their relevance for aspects of students' academic (achievement, self-concept, goal structures) and social life (bullying, belonging). We relied on data from 1,759 Austrian secondary students. Latent profile analyses based on the students' academic mastery, performance-approach, and performance-avoidance goals as well as social development, social demonstration-approach, and social demonstration-avoidance goals were conducted. Relations to aspects of students' social and academic life were investigated through structural equation modeling. We identified five profiles that were each differentially associated with these variables: (a) weak pursuit of all goals, (b) strong mastery and development but weak performance and demonstration goals, (c) strong mastery and development but moderate performance and demonstration goals, (d) strong mastery and strong performance goals paired with strong social development, demonstration-approach, and demonstration-avoidance goals. Findings from additional variable-centered analyses indicated that while profile analyses are helpful to explain how academic and social goals are combined within individuals, researchers primarily interested in explaining differences in students' academic and social functioning might derive clearer results through variable-centered approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01