Dominant Achievement Goals across Tracks in High School

Autor/inn/en	Scheltinga, Peter A. M.; Kuyper, Hans; Timmermans, Anneke C.; van der Werf, Greetje P. C.
Titel	Dominant Achievement Goals across Tracks in High School
Quelle	In: Educational Psychology, 36 (2016) 7, S.1170-1192 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1024613
Schlagwörter	Academic Achievement; Goal Orientation; Scores; Mastery Learning; Track System (Education); Secondary School Students; Foreign Countries; Student Motivation; Profiles; Longitudinal Studies; Questionnaires; Student Attitudes; Incidence; Gender Differences; Homework; Self Efficacy; Effect Size; Surveys; Statistical Analysis; Netherlands; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; Leistungsgruppe; Leistungsdifferenzierung; Sekundarschüler; Ausland; Schulische Motivation; Charakterisierung; Profilanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Schülerverhalten; Vorkommen; Geschlechterkonflikt; Hausaufgabe; Self-efficacy; Selbstwirksamkeit; Survey; Umfrage; Befragung; Statistische Analyse; Niederlande
Abstract	The dominant achievement goals (DAGs) of 7,008 students in the third grade of Dutch secondary education (US grade 9) were investigated, based on Elliot & McGregors' 2 × 2 framework (2001), in relation to track-level and motivational variables. We found the mastery-approach goal and the performance-approach goal, generally considered adaptive, to be more prominent among students in lower tracks. In contrast, avoidance goals were more common in higher tracks. Most notably, in the highest track, the mastery-avoidance goal was the most prominent. Additionally, we found that students with a dominant performance-approach goal scored highest on almost all motivational variables examined; students without a DAG scored mostly second highest. The implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01