Achievement Goals and Achievement During Early Adolescence: Examining Time-Varying Predictor and Outcome Variables in Growth-Curve Analysis

Journal of Educational Psychology

Volumn 100, Issue 3, 2008, Pages 655-671

  Shim, S Serena ^a   Ryan, Allison M ^b   Anderson, Carolyn J ^b  

^a NORTHERN ARIZONA UNIVERSITY   (United States)

^b UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

achievement; achievement goal orientation; adolescence; middle school transition; motivation

Indexed keywords

EID: 50849086131     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.100.3.655     Document Type: Article

References (83)

1. Ablard K.E., and Lipschultz R.E. Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology 90 (1998) 94-101
2. Allison P.D. Missing data (2002), Sage, Thousand Oaks, CA
3. Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84 (1992) 261-271
4. Ames C.A. Motivation: What teachers need to know. Teachers College Record 91 (1990) 409-421
5. Ames C., and Archer J. Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology 80 (1988) 260-267
6. Anderman E.M., and Midgley C. Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology 22 3 (1997) 269-298
7. Anderman L.H., and Anderman E.M. Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology 24 1 (1999) 21-37
8. Blackwell L.S., Trzesniewski K., and Dweck C.S. Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development 78 1 (2007) 246-263
9. Bong M. Between and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value, and achievement goals. Journal of Educational Psychology 93 (2001) 23-34
10. Brophy J. Goal theorists should move on from performance goals. Educational Psychologist 40 3 (2005) 167-176
11. Butler R. Effects of task- and ego-achievement goals on information seeking during task engagement. Journal of Personality and Social Psychology 65 1 (1993) 18-31
12. Dearing E., Kreider H., Simpkins S., and Weiss H.B. Family involvement in school and low-income children's literacy performance: Longitudinal associations between and within families. Journal of Educational Psychology 98 (2006) 653-664
13. Dweck C.S., and Leggett E. A social-cognitive approach to motivation and personality. Psychological Review 95 (1988) 256-273
14. Eccles J. Schools, academic motivation and stage-environment fit. In: Lerner R.M., and Steinberg L. (Eds). Handbook of adolescent psychology (2005), Wiley, Hoboken, NJ 125-154
15. Eccles J.S., Lord S.E., Roeser R.W., Barber B.L., and Jozefowicz D.M. The association of school transitions in early adolescence with developmental trajectories through high school. In: Schulenberg J., Maggs J.L., and Hurrelmann K. (Eds). Health risks and developmental transitions during adolescence (1997), Cambridge University Press, New York 283-320
16. Elliot A.J. Approach and avoidance motivation and achievement goals. Educational Psychologist 34 (1999) 149-169
17. Elliot A.J. A conceptual history of the achievement goal construct. In: Elliot A.J., and Dweck C.S. (Eds). Handbook of competence and motivation (2005), Guilford Press, New York 52-72
18. Elliot A.J., and Church M.A. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 72 (1997) 218-232
19. Elliot A.J., and Harackiewicz J.M. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 70 (1996) 461-475
20. Elliot A.J., and McGregor H.A. A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology 80 (2001) 501-519
21. Elliot A.J., McGregor H.A., and Gable S. Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology 91 (1999) 549-563
22. Freeman T., and Anderman L.H. Changes in mastery goals in urban and rural middle school students. Journal of Research in Rural Education 20 1 (2005). http://www.umaine.edu/jrre/20-1.htm Retrieved August 2005 from http://www.umaine.edu/jrre/20-1.htm
23. Gehlbach H. How changes in students' goal orientations relate to outcomes in social studies. Journal of Educational Research 99 (2006) 358-370
24. Graham S. Motivation in African Americans. Review of Educational Research 64 1 (1994) 55-117
25. Grant H., and Dweck C.S. Clarifying achievement goals and their impact. Journal of Personality and Social Psychology 85 (2003) 541-553
26. Harackiewicz J.M., Barron K.E., and Elliot A.J. Rethinking achievement goals: When are they adaptive for college students and why?. Educational Psychologist 33 1 (1998) 1-21
27. Harackiewicz J.M., Barron K.E., Pintrich P.R., Elliot A.J., and Thrash T.M. Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology 94 (2002) 638-645
28. Harackiewicz J.M., Barron K.E., Tauer J.M., and Elliot A.J. Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology 94 (2002) 562-575
29. Harackiewicz J.M., and Elliot A.J. Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology 65 (1993) 904-915
30. Harackiewicz J.M., and Tauer J.M. From bicycle racing to school: Competition, multiple goals and multiple indicators of success in education. In: Van Lange P.A.M. (Ed). Bridging social psychology: Benefits of transdisciplinary approaches (2006), Erlbaum, Mahwah, NJ 239-244
31. Hartup W.W. Social relationships and their developmental significance. American Psychologist 44 (1989) 120-126
32. Juvonen J., Le V., Kaganoff T., Augustine C., and Constant L. Focus on the wonder years: challenges facing the American middle school (2004), RAND Corporation, Santa Monica, CA
33. Kaplan A., and Maehr M.L. Achievement goals and student well-being. Contemporary Educational Psychology 24 4 (1999) 330-358
34. Kenney-Benson G.A., Pomerantz E.M., Ryan A.M., and Patrick H. Sex differences in math performance: The role of children's approach to schoolwork. Developmental Psychology 42 (2005) 11-26
35. Linnenbrink E.A. The dilemma of performance approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology 97 (2005) 197-213
36. Maccoby E.E. Gender and relationships: A developmental account. American Psychologist 45 (1990) 513-520
37. Maehr M.L., and Midgley C. Transforming school cultures (1996), Westview Press, Boulder, CO
38. McGregor H.A., and Elliot A.J. Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology 94 (2002) 381-395
39. Meece J.L., and Holt K. A pattern analysis of students' achievement goals. Journal of Educational Psychology 85 (1993) 582-590
40. Meece J.L., and Miller S.D. Longitudinal analysis of elementary school students' achievement goals in literacy activities. Contemporary Educational Psychology 26 (2001) 454-480
41. Middleton M.J., Kaplan A., and Midgley C. The change in middle school students' achievement goals in math over time. Social Psychology of Education 7 (2004) 289-311
42. Middleton M.J., and Midgley C. Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology 89 (1997) 710-718
43. Middleton M.J., and Midgley C. Beyond motivation: Middle school students' perceptions of press for understanding in math. Contemporary Educational Psychology 27 3 (2002) 373-391
44. Midgley C. Motivation and middle level schools. In: Pintrich P.R., and Maehr M.L. (Eds). Advances in motivation and achievement: Motivation and adolescent development 8 (1993), JAI Press, Greenwich, CT 191-217
45. Midgley C., Kaplan A., and Middleton M. Performance approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 93 (2001) 77-86
46. Midgley C., Maehr M.L., Hicks L.H., Roeser R., Urdan T., Anderman E.M., et al. Patterns of adaptive learning survey (PALS) (1997), University of Michigan, Ann Arbor
47. Midgley C., and Urdan T. Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence 15 (1995) 389-411
48. Newman D.A. Longitudinal modeling with randomly and systematically missing data: A simulation of ad hoc, maximum likelihood, and multiple imputation techniques. Organizational Research Methods 6 (2003) 328-362
49. Newman R.S., and Schwanger M.T. Students' help seeking during problem solving: Effects of grade, goal, and prior achievements. American Educational Research Journal 32 (1995) 352-376
50. Nicholls J.G. The competitive ethos and democratic education (1989), Harvard University Press, Cambridge, MA
51. No Child Left Behind Act of 2001. Pub. L. No. 107-110, 115 Stat. 1425 (2002).
52. Nolen S.B. Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction 5 4 (1988) 269-287
53. Pajares F., Britner S.L., and Valiante G. Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology 25 4 (2000) 406-422
54. Pajares F., and Cheong Y.F. Achievement goal orientations in writing: A developmental perspective. International Journal of Educational Research 39 (2003) 437-455
55. Pajares F., and Valiante G. Gender differences in writing motivation and achievement of middle school students: A function of gender orientation?. Contemporary Educational Psychology 26 3 (2001) 366-381
56. Patrick H., Anderman L.H., and Ryan A.M. Social motivation and the classroom social environment. In: Midgley C. (Ed). Goals, goal structures, and patterns of adaptive learning (2002), Erlbaum, Mahwah, NJ 85-108
57. Patrick H., Anderman L.H., Ryan A.M., Edelin K., and Midgley C. Teachers' communication of goal orientations in four fifth-grade classrooms. The Elementary School Journal 102 (2001) 35-58
58. Patrick H., Turner J.C., Meyer D.K., and Midgley C. How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record 105 (2003) 1521-1558
59. Pintrich P.R. An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology 25 1 (2000) 92-104
60. Roeser R.W., Midgley C., and Urdan T. Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology 88 (1996) 408-422
61. Rogosa D.R. Myths about longitudinal research. In: Schaie K.W., Campbell R.T., Meredith W., and Rawlings S.C. (Eds). Methodological issues in aging research (1988), Springer Publishing Company, New York 171-210
62. Rose A.J., and Rudolph K.D. A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin 132 (2006) 98-131
63. Rubin D.B. Multiple imputation for nonresponse in surveys (1987), Wiley, New York
64. Ryan A.M., Hicks L., and Midgley C. Social goals, academic goals, and avoiding seeking help in the classroom. Journal of Early Adolescence 17 2 (1997) 152-171
65. Ryan A.M., Patrick H., and Shim S. Differential profiles of students identified by their teacher as having avoidant, appropriate, or dependent help-seeking tendencies in the classroom. Journal of Educational Psychology 97 (2005) 275-285
66. Ryan A.M., and Pintrich P.R. "Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class. Journal of Educational Psychology 89 (1997) 329-341
67. Ryan K., and Ryan A.M. The psychological processes underlying stereotype threat and standardized math test performance. Educational Psychologist 40 1 (2005) 53-63
68. Ryan K., Ryan A.M., Arbuthnot K., and Samuels M. Students' motivation for standardized math exams. Educational Researcher 36 (2007) 1-9
69. SAS. Statistical Analysis System (Version 9.1) (2003), SAS Institute, Inc, Cary, NC
70. Schafer J.L. Analysis of incomplete multivariate data (1997), Chapman & Hall, London
71. Senko C., and Harackiewicz J.M. Regulation of achievement goals: The role of competence feedback. Journal of Educational Psychology 97 (2005) 320-336
72. Shim S., and Ryan A. Changes in self-efficacy, challenge avoidance, and intrinsic value in response to grades: The role of achievement goals. Journal of Experimental Education 73 (2005) 333-349
73. Singer J.D., and Willett J.B. Applied longitudinal data analysis: Modeling change and event occurrence (2003), Oxford University Press, New York
74. Skaalvik E.M. Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology 89 (1997) 71-81
75. Stipek D., and Gralinski J.H. Children's beliefs about intelligence and school performance. Journal of Educational Psychology 88 (1996) 397-407
76. Turner J.C., Meyer D.K., and Midgley C. Teacher discourse and sixth graders' reported affect and achievement behaviors in two high-mastery/high-performance mathematics classrooms. Elementary School Journal 103 (2003) 357-382
77. Turner J.C., Midgley C., Meyer D.K., Gheen M., Anderman E., Kang Y., and Patrick H. The classroom environment and students' reports of avoidance behaviors in mathematics: A multimethod study. Journal of Educational Psychology 94 (2002) 88-106
78. Urdan T., and Midgley C. Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology 28 4 (2003) 524-551
79. Urdan T., and Turner J.C. Competence motivation in the classroom. In: Elliot A., and Dweck C. (Eds). Handbook of competence and motivation (2005), Guilford Press, New York 297-317
80. Wentzel K.R. Motivation and achievement in early adolescence: The role of multiple classroom goals. Journal of Early Adolescence 13 (1993) 4-20
81. Wigfield A., Eccles J.S., Schiefele U., Roeser R.W., and Davis-Kean P. Development of achievement motivation. In: Eisenberg N. (Ed). Handbook of child psychology: Vol. 3. Social, emotional, and personality development. 6th ed. (2006), Wiley, New York 933-1002
82. Wolters C.A. Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology 96 (2004) 236-250
83. Wolters C.A., Yu S.L., and Pintrich P.R. The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences 8 3 (1996) 211-238