Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade

Contemporary Educational Psychology

Volumn 37, Issue 1, 2012, Pages 1-13

  Schwinger, Malte ^a   Wild, Elke ^a  

^a BIELEFELD UNIVERSITY   (Germany)

Author keywords

Achievement goals; Goal profiles; Goal stability; Multiple goals

Indexed keywords

EID: 84855344151     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2011.08.001     Document Type: Article

References (87)

1. Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 1992, 84:261-271.
2. Ames C., Archer J. Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology 1988, 80:260-267.
3. Anderman L.H., Anderman E.M. Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology 1999, 25:21-37. 10.1006/ceps.1998.0978.
4. Anderman E.M., Midgley C.S. Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle level schools. Contemporary Educational Psychology 1997, 22:269-298. 10.1006/ceps.1996.0926.
5. Arbuckle J. Amos 18 user's guide 2007, SPSS Inc, Chicago, IL.
6. Archambault I., Eccles J.S., Vida M.N. Ability self-concepts and subjective value in literacy: Joint trajectories from grades 1 through 12. Journal of Educational Psychology 2010, 102:804-816.
7. Barron K.E., Harackiewicz J.M. Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology 2001, 80:706-722.
8. 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 2001, 93:23-34.
9. Bong M. Age-related differences in achievement goal differentiation. Journal of Educational Psychology 2009, 101:879-896. 10.1037/a0015945.
10. Bongers I.L., Koot H.M., Van der Ende J., Verhulst F.C. Developmental trajectories of externalizing behaviors in childhood and adolescence. Child Development 2004, 75:1523-1537. 10.1111/j.1467-8624.2004.00755.x.
11. Bos W., Lankes E.-M., Prenzel M., Schwippert K., Walther G., Valtin R. Erste Ergebnisse aus IGLU. Schülerleistungen am Ende der vierten Jahrgangsstufe im internationalen Vergleich [Results from PIRLS. International comparison of student achievement at the end of fourth grade] 2003, Waxmann, Münster, Germany.
12. Bråten I., Olaussen B.S. Profiling individual differences in student motivation: A longitudinal clusteranalytic study in different academic contexts. Contemporary Educational Psychology 2005, 30:359-396. 10.1016/j.cedpsych.2005.01.003.
13. Cortina K.S., Baumert J., Leschinsky A., Mayer K.U., Trommer L. Das Bildungswesen in der Bundesrepublik Deutschland [The German education system] 2008, Rowohlt, Reinbek, Germany.
14. Darnon C., Dompnier B., Delmas F., Pulfrey C., Butera F. Achievement goal promotion at university: Social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology 2009, 96:119-134. 10.1037/a0012824.
15. Dweck C.S., Leggett E.L. A social-cognitive approach to motivation and personality. Psychological Review 1988, 95:256-273.
16. Eccles, J. S. & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. Handbook of Adolescent Psychology. doi:. doi:10.1002/9780470479193.adlpsy001013.
17. Eccles J.S., Midgley C. Stage-environment fit: Developmentally appropriate classrooms for young adolescents. Research on motivation in education: Goals and cognitions 1989, Vol. 3:13-44. Academic Press, New York.
18. Eccles J.S., Midgley C., Wigfield A., Miller Buchanan C., Reuman D., Flanagan C., et al. Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and families. American Psychologist 1993, 48:90-101.
19. Elliot A.J. Approach and avoidance motivation and achievement goals. Educational Psychologist 1999, 34:169-189.
20. Elliot A.J. A conceptual history of the achievement goal construct. Handbook of competence and motivation 2005, 52-72. Guilford Press, New York. A.J. Elliot, C.S. Dweck (Eds.).
21. Elliot A.J., Church M. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 1997, 72:218-232.
22. Elliot A.J., McGregor H.A. A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology 2001, 80:501-519. doi:10.Sh{cyrillic}37//0022-3514.80.3.501.
23. Elliot A.J., Murayama K. On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology 2008, 100:613-628. 10.1037/0022-0663.100.3.613.
24. Elliot A.J., Thrash T.M. Approach - avoidance motivation in personality: Approach and avoidance temperaments and goals. Journal of Personality and Social Psychology 2002, 82:804-818. 10.1037//0022-3514.82.5.804.
25. Else-Quest N.M., Hyde J.S., Linn M.C. Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin 2010, 136:103-127. 10.1037/a0018053.
26. Freeman T., Anderman L.H. Changes in mastery goals in urban and rural middle school students. Journal of Research in Rural Education 2005, 20. .
27. Graham J.W. Missing data analysis: Making it work in the real world. Annual Review of Psychology 2009, 60:549-576. 10.1146/annurev.psych.58.110405.085530.
28. Gutman L.M., Eccles J.S. Stage-environment fit during adolescenc: Trajectories of family relations and adolescent outcomes. Developmental Psychology 2007, 43:522-537. 10.1037/0012-1649.43.2.522.
29. Behörde für Schule, Jugend, und Berufsbildung, Amt für Schule, Hamburg (1998). Der Hamburger Schulleistungstest für sechste und siebte Klassen - SL-HAM 6/7 [Hamburg School Achievement Test for sixth and seventh grades]. Hamburg, Germany.
30. Harackiewicz J.M., Barron K.E., Pintrich P.R., Elliot A.J., Thrash T.M. Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology 2002, 94:638-645. 10.1037//0022-0663.94.3.638.
31. Ho I.T., Hau K.-T. Academic achievement in Chinese context: The role of goals, strategies, and effort. International Journal of Psychology 2008, 43:892-897. 10.1080/00207590701836323.
32. Hulleman C.S., Schrager S.M., Bodmann S.M., Harackiewicz J.M. A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?. Psychological Bulletin 2010, 136:422-449. 10.1037/a0018947.
33. Hyde J.S. The gender similarities hypothesis. American Psychologist 2005, 60:581-592.
34. Hyde J.S., Fennema E., Ryan M., Frost L.A., Hopp C. Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of Women Quarterly 1990, 14:299-324. 10.1111/j.1471-6402.1990.tb00022.x.
35. Jacobs J.E., Lanza S., Osgood D., Eccles J.S., Wigfield A. Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development 2002, 73:509-527. 10.1111/1467-8624.00421.
36. Kaplan A., Midgley C. The effect of achievement goals: Does level of perceived academic competence make a difference?. Contemporary Educational Psychology 1997, 22:415-435. 10.1006/ceps.1997.0943.
37. Köller O., Baumert J. Ein deutsches Instrument zur Erfassung von Zielorientierungen bei Schülerinnen und Schülern [A German instrument for assessing students' goal orientations]. Diagnostica 1998, 44:173-181.
38. Köller O., Baumert J., Rost J. Zielorientierungen: Ihr typologischer Charakter und ihre Entwicklung im frühen Jugendalter [Goal orientations: Their typological character and their development during early adolescence]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 1998, 30:128-138.
39. Lau S., Nie Y. Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology 2008, 100:15-29. 10.1037/0022-0663.100.1.15.
40. Lorenz F., Wild E. Parental involvement in schooling: Results concerning its structure and impact on students' motivation. Studies on the educational quality of schools: The final report on the DFG Priority Programme 2007, 299-316. Waxmann, Münster, Germany. M. Prenzel, L. Allolio-Näcke (Eds.).
41. Maaz K., Trautwein U., Lüdtke O., Baumert J. Educational transitions and differential learning environments: How explicit between-school tracking contributes to social inequality in educational outcomes. Child Development Perspectives 2008, 2:99-106. 10.1111/j.1750-8606.2008.00048.x.
42. MacCallum R.C., Zhang S., Preacher K.J., Rucker D.D. On the practice of dichotomization of quantitative variables. Psychological Methods 2002, 7:19-40. 10.1037//1082-989X.7.1.19.
43. Mägi K., Lerkkanen M.-K., Poikkeus A.-M., Rasku-Puttonen H., Kikas E. Relations between achievement goal orientations and math achievement in primary grades: A follow-up study. Scandinavian Journal of Educational Research 2010, 54:295-312. 10.1080/00313831003764545.
44. Marsh H.W., Hau K.T. Big fish little pond effect on academic self-concept: A crosscultural (26 country) test of the negative effects of academically selective schools. American Psychologist 2003, 58:364-376.
45. Marsh H.W., Lüdtke O., Trautwein U., Morin A.J.S. Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling: A Multidisciplinary Journal 2009, 16:191-225. doi:org/10.1080/10705510902751010.
46. Meece J.L., Holt K. A pattern analysis of students' achievement goals. Journal of Educational Psychology 1993, 85:582-590.
47. Meece J.L., Miller S.D. A longitudinal analysis of elementary school students' achievement goals in literacy activities. Contemporary Educational Psychology 2001, 26:454-480. 10.1006/ceps.2000.1071.
48. Middleton M.J., Kaplan A., Midgley C. The change in middle school students' achievement goals in mathematics over time. Social Psychology of Education 2004, 7:289-311. 10.1023/B:SPOE.0000037484.86850.fa.
49. Middleton M.J., Midgley C. Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology 1997, 89:710-718.
50. Middleton J.A., Toluk Z. First steps in the development of an adaptive theory of motivation. Educational Psychologist 1999, 34:99-112. 10.1207/s15326985ep3402_3.
51. Midgley C.S. Motivation and middle level schools. Advances in motivation and achievement 1993, Vol. 8:219-276. JAI, Greenwich, CT.
52. Midgley C.S., Feldlaufer H. Students' and teachers' decision-making fit before and after transition to junior high school. Journal of Early Adolescence 1987, 7:225-241. 10.1177/0272431687072009.
53. Midgley C., Kaplan A., Middleton M.J. Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 2001, 93:77-86. 10.1037/0022-0663.93.1.77.
54. Moller A.C., Elliot A.J. The 2 × 2 achievement goal framework: An overview of empirical research. Focus on educational psychology 2006, 307-326. Nova Science, New York. A.V. Mitel (Ed.).
55. Mullis I.V.S., Martin M.O., Gonzalez E.J., Kennedy A.M. PIRLS 2001 International Report: IEA's study of reading literacy achievement in primary schools 2003, Boston College, Chestnut Hill, MA.
56. Murayama K., Elliot A.J. The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology 2009, 101:432-447. 10.1037/a0014221.
57. Muthén, L.K. & Muthén, B. O. (1998-2009). Mplus User's Guide. 5th ed. Los Angeles, CA: Muthén & Muthén.
58. Nicholls J.G. Achievement motivation: Conceptions of ability, subjective experience, task choice and performance. Psychological Review 1984, 91:328-346. 10.1037/0033-295X.91.3.328.
59. Nicholls, J. G. (1989). The competitive ethos and democratic education. Harvard University Press.
60. Nicholls J.G., Patashnick M., Nolen S. Adolescents' theories of education. Journal of Educational Psychology 1985, 77:683-692. 10.1037/0022-0663.77.6.683.
61. Nylund K.L., Asparouhov T., Muthén B. Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal 2007, 14:535-569.
62. Pajares F., Valiante G. Gender differences in writing motivation and achievement of middle school students: A function of gender orientation?. Contemporary Educational Psychology 2001, 20:366-381. 10.1006/ceps.2000.1069.
63. Pastor D.A., Barron K.E., Miller B.J., Davis S.L. A latent profile analysis of college students' achievement goal orientation. Contemporary Educational Psychology 2007, 32:8-47. 10.1016/j.cedpsych.2006.10.003.
64. Payne S.C., Youngcourt S.S., Beaubien J.M. A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology 2007, 92:128-150. 10.1037/0021-9010.92.1.128.
65. Pintrich P.R. Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology 2000, 92:544-555. 10.1037/0022-0663.92.3.544.
66. PISA-Consortium Der Bildungsstand der Jugendlichen in Deutschland: Ergebnisse des zweiten internationalen Vergleichs [PISA 2003. Educational background of adolescents in Germany: Results of the second international comparison study] 2004, Waxmann, Münster, Germany.
67. Rawsthorne L.J., Elliot A.J. Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review 1999, 3:326-344. 10.1207/s15327957pspr0304_3.
68. Ruble D.N., Frey K.S. Changing patterns of comparative behavior as skills are acquired: A functional model of self-evaluation. Social comparison: Contemporary theory and research 1991, 79-113. Erlbaum, Hillsdale, NJ. J. Suls, T.A. Wills (Eds.).
69. Schafer J.L. Analysis of incomplete multivariate data 1997, Chapman & Hall, London, England.
70. Schwinger M., Stiensmeier-Pelster J. Performance-approach and performance-avoidance classroom goals and the adoption of personal achievement goals. British Journal of Educational Psychology 2011, 81:1. doi:10.1111/j.2044-8279.2010.02012.
71. Schwinger M., Wild E. Die Entwicklung von Zielorientierungen im Fach Mathematik von der 3. bis 5. Jahrgangsstufe [The development of goal orientations in mathematics from 3rd to 5th grade]. Zeitschrift für Pädagogische Psychologie 2006, 20:269-278. 10.1024/1010-0652.20.4.269.
72. Seifert T. The stability of goal orientations in grade five students: Comparison of two methodologies. British Journal of Educational Psychology 1996, 66:73-82.
73. Senko C., Harackiewicz J.M. Regulation of achievement goals: The role of competence feedback. Journal of Educational Psychology 2005, 97:320-336.
74. Senko C., Hulleman C.S., Harackiewicz J.M. Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist 2011, 46:26-47. 10.1080/00461520.2011.538646.
75. Shim S.S., Ryan A.M., Anderson C.J. Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growth-curve analysis. Journal of Educational Psychology 2008, 100:655-671. 10.1037/0022-0663.100.3.655.
76. Stipek D., Mac Iver D. Developmental change in children's assessment of intellectual competence. Child Development 1989, 60:521-538.
77. UNESCO International standard classification of education, ISCED 1997. Advances in cross-national comparison. A European working book for demographic and socio-economic variables 2003, 195-220. Plenum Press, New York. J.H.P. Hoffmeyer-Zlotnik, C. Wolf (Eds.).
78. Urdan T.C., Mestas M. The goals behind performance goals. Journal of Educational Psychology 2006, 98:354-365. 10.1037/0022-0663.98.2.354.
79. Valle A., Cabanach R.G., Núnez J.C., González-Pienda J., Rodríguez S., Pineiro I. Multiple goals, motivation and academic learning. British Journal of Educational Psychology 2003, 73:71-87. 10.1348/000709903762869923.
80. Vermunt J.K., Magidson J. Latent class cluster analysis. Applied latent class analysis 2002, 89-106. Cambridge University Press, Cambridge, UK. J.A. Hagenaars, A.L. McCutcheon (Eds.).
81. von Eye A. Configural frequency analysis - version 2000: A program for 32 bit windows operating systems. Methods of Psychological Research Online 2000, 6:129-139. .
82. Watt H.M.G. Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th- through 11th-grade Australian students. Child Development 2004, 75:1556-1574. 10.1111/j.1467-8624.2004.00757.x.
83. Wigfield A., Eccles J.S. The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. Development of achievement motivation 2002, 91-120. Academic Press, San Diego, CA. A. Wigfield, J.S. Eccles (Eds.).
84. Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg (Ed.), Handbook of child psychology. Vol. 3: Social, emotional, and personality development (pp. 933-1002). Hoboken, NJ: Wiley. doi:. doi:10.1002/9780470147658.chpsy0315.
85. Wild E., Remy K. Affektive und motivationale Folgen der Lernhilfen und lernbezogenen Einstellungen von Eltern [Affective and motivational consequences of parents' learning aids and attitudes to learning]. Unterrichtswissenschaft 2002, 30:27-51.
86. Wolters C.A. Advancing achievement goal theory: Using goalstructures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology 2004, 96:236-250.
87. Young A.J. I think, therefore I'm motivated: The relations among cognitive strategy use, motivational orientation and classroom perceptions over time. Learning and Individual Differences 1997, 9:249-283. 10.1016/S1041-6080(97)90009-1.