Achievement goals and school achievement: The transition to different school tracks in secondary school

Contemporary Educational Psychology

Volumn 38, Issue 1, 2013, Pages 75-86

  Paulick, Isabell ^a   Watermann, Rainer ^b   Nückles, Matthias ^c  

^a UNIVERSITY OF KIEL   (Germany)

^b FREIE UNIVERSITÄT BERLIN   (Germany)

^c UNIVERSITY OF FREIBURG   (Germany)

Author keywords

Achievement goals; Cross lagged panel; Elementary school; Secondary school; Transition

Indexed keywords

EID: 84875096221     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2012.10.003     Document Type: Article

References (65)

1. Ames C., Ames R. Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology 1984, 76:535-556.
2. Anderman L.H., Anderman E.M. Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology 1999, 25:21-37.
3. Baumert, J., & Schümer, G. (2001). Familiäre Lebensverhältnisse. Bildungsbeteiligung und Kompetenzerwerb [Family living conditions, participation in education, and competency acquisition]. In J. Baumert, E. Klieme, M. Neubrand, M. Prenzel, U. Schiefele, W. Schneider, P. Stanat, K.-J. Tillmann & M. Weiss (Eds.), PISA 2000. Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich [PISA 2000. Basic competencies of students in an international comparison] (pp. 323-407). Opladen: Leske+Budrich.
4. Baumert, J., Stanat, P., & Watermann, R. (2006). Herkunftsbedingte Disparitäten im Bildungswesen. Vertiefende Analysen im Rahmen von PISA 2000 [Social disparities in education. In-depth analyses within the scope of PISA 2000]. Wiesbaden: VS Verlag für Sozialwissenschaften.
5. Bollen K.A., Curran P.J. Latent curve models: A structural equation perspective 2006, Wiley, Hoboken, NJ.
6. 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, 1:23-34.
7. Bong M. Age-related differences in achievement goal differentiation. Journal of Educational Psychology 2009, 101(4):879-896.
8. Ditton, H. (2007). Schulübertritte, Geschlecht und soziale Herkunft [Transitions, sex, and social background]. In H. Ditton (Eds.), Kompetenzaufbau und Laufbahnen im Schulsystem. Ergebnisse einer Längsschnittuntersuchung an Grundschulen [Enhancement of competencies and career in the school system. Results of a longitudinal study in elementary schools] (pp. 63-87). Münster: Waxmann.
9. Duncan T.E., Duncan S.C., Strycker L.A. An introduction to latent variable growth curve modeling 2006, Erlbaum, Mahwah. 2nd ed.
10. Dweck C.S. Self-theories: Their role in motivation, personality, and development 2000, Psychology Press, Philadelphia, PA.
11. Eccles, J. S., Lord, S. E., Roeser, R. W., Barber, B. L., & Jozefowicz, D. M. (1997). The association of school transitions in early adolescence with developmental trajectories through high school. In J.L. Maggs, & K. Hurrelmann (Eds.), Health risks and developmental transitions during adolescence (pp. 283-320). New York: Cambridge University Press.
12. Eccles J.S., Midgley C., Miller Buchanan C., Reuman D., Flanagan C., Mac Iver D. Development during adolescence. The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist 1993, 48:90-101.
13. Elliot A.J. Approach and avoidance motivation and achievement goals. Educational Psychologist 1999, 34:169-189.
14. Elliot A.J., Church M.A. A hierarchical model of approach and achievement motivation. Journal of Personality and Social Psychology 1997, 72:218-232.
15. Elliot A.J., McGregor H. A 2×2 achievement goal framework. Journal of Personality and Social Psychology 2001, 80:501-519.
16. Elliot A.J., McGregor H.A. Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 1999, 76:628-644.
17. Elliot A.J., Thrash T.M. Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review 2001, 13:139-156.
18. Finsterwald, M. (2006). Motivation und Schulübergang. Bedingungsfaktoren eines erfolgreichen übergangs auf weiterführende Schulen [Motivation and school transition. Conditional factors for a successful transition to secondary school]. Berlin: Logos Verlag.
19. Ganzeboom H.B.G., de Graaf P.M., Treiman D.J., de Leeuw J. A standard international socio-economic index of occupational status. In: Social Science Research 1992, 21(1992):1-56.
20. Ganzeboom H.B.G., Treiman D.J. Internationally comparable measures of occupational status for the 1988 international standard classification of occupations. Social Science Research 1996, 25:201-239.
21. Graham, J. W., Cumsille, P. E., & Elek-Fisk, E. (2003). Methods for handling missing data. Handbook of psychology: Research methods in psychology (pp. 87-114). New York: John Wiley & Sons.
22. Harackiewicz J.M., Barron K.E., Carter S.M., Lehto A.T., Elliot A.J. Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology 1997, 73:1284-1295.
23. Heller, K. A., & Perleth, C. (2000). Kognitiver Fähigkeitstest für 4. bis 12. Klassen, Revision [Test of basic cognitive abilities for grade four to 12]. Göttingen: Beltz.
24. Hijzen D., Boekaerts M., Vedder P. The relationship between the quality of cooperative learning, studentś goal preferences, and perceptions of contextual factors in the classroom. Scandinavian Journal of Psychology 2006, 47:9-21.
25. Hu L., Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 1999, 6(1):1-55.
26. 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.
27. Juvonen J., Le V., Kaganoff T., Augustine C., Constant L. Focus on the wonder years: Challenges facing the American middle school 2004, RAND Corporation, Santa Monica, CA.
28. Kenny D.A. Cross-lagged panel correlation: A test for spuriousness. Psychological Bulletin 1975, 82:887-903.
29. Köller O. Zielorientierungen und schulisches Lernen[Goal orientations and academic learning] 1998, Waxmann, Berlin.
30. Köller O., Baumert J. Ein deutsches Instrument zur Erfassung von Zielorientierungen bei Schülerinnen und Schülern [A German questionnaire on pupils' goal orientations]. Diagnostica 1998, 44:173-181.
31. Köller, O. (2003). Gesamtschule- Erweiterung statt Alternative [Gesamtschule- Extension instead of alternative]. In K. S. Cortina, J. Baumert, A. Leschinsky, K. U. Mayer, & L. Trommer (Eds.), Das Bildungswesen in der Bunderrepublik Deutschland [The educational system of the Federal Republic of Germany]. Hamburg: rewohlt.
32. Kunter M., Baumert J. Linking TIMSS to research on learning and instruction: A re-analysis of the German TIMSS and TIMSS video data. Contexts of learning mathematics and science: Lessons learned from TIMSS 2006, 335-351. Routledge, London. S.J. Howie, T. Plomp (Eds.).
33. 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.
34. Lavasani M.G., Weisani M., Ejei J. The role of achievement goals, academic motivation, and learning strategies in statistics anxiety: Testing a causal model. Social and Behavioral Sciences 2011, 15:1881-1886.
35. Little R.J.A., Rubin D.B. Statistical analysis with missing data 2002, John Wiley, New York. 2nd ed.
36. Lucas S.R. Tracking inequality. Stratification and mobility in American high schools 1999, Teachers College Press, New York.
37. 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(2):99-106.
38. Maehr M.L., Midgley C. Enhancing student motivation: A schoolwide approach. Educational Psychologist 1991, 26:399-427.
39. Marsh H.W., Yeung A.S. Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology 1997, 89:41-54.
40. McKinney A.P. Goal orientation: A test of competing models 2003, Virginia Polytechnic Institute and State University.
41. Meece J.L., Jones M.G. Gender differences in motivation and strategy use in science: Are girls rote learners?. Journal of Research in Science Teaching 1996, 33(4):393-406.
42. Meredith W., Tisak J. Latent curve analysis. Psychometrika 1990, 55:107-122.
43. Middleton M.J., Kaplan A., Midgley C. The change in middle school studentś achievement goals in mathematics over time. Social Psychology of Education 2004, 7:289-311.
44. Middleton M.J., Midgley C. Avoiding the demonstration of lack of ability: An under explored aspect of goal theory. Journal of Educational Psychology 1997, 89:710-718.
45. Midgley C., Anderman E., Hicks L. Differences between elementary and middle school teachers and students: A goal theory approach. Journal of Early Adolescence 1995, 15:90-113.
46. Midgley C., Kaplan A., Middleton M. Performance-Approach Goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 2001, 93(1):77-86.
47. Midgley C., Maehr M.L., Hruda L.Z., Anderman E., Anderman L., Freeman K.E., et al. Manual for the patterns of adaptive learning scales 2000, University of Michigan, Michigan.
48. Miller R.B., Behrens J.T., Greene B.A., Newman D. Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology 1993, 18:2-14.
49. Muthén, L. K., & Muthén, B. O. (1998-2010). Mplus 6.1 [Computer software]. Los Angeles, CA: Muthén & Muthén. http://statmodel.com.
50. Nicholls J.G. Achievement motivation: Conceptions of ability, subjective experience, task choice and performance. Psychological Review 1984, 91:328-346.
51. Nicholls, J. G. (1990). What is ability and why are we mindful of it? A developmental perspective. In R. Sternberg & J. Kolligian (Eds.), Competence considered (pp. 11-40). New Haven, CT: Yale University Press.
52. Nicholls, J. G. (1992). Students as educational theorists. In D. H. Schunk, & J. L Meece (Eds.), Students perceptions in the classroom (pp. 267-287). Hillsdale, NJ: Erlbaum.
53. Nicholls J.G., Patashnick M., Nolen S. Adolescents' theories of education. Journal of Educational Psychology 1985, 77:683-692.
54. Paulick I., Watermann R., Nückles M. Zielorientierungen und schulisches Lernen am Ende der Grundschulzeit [Achievement goals and school achievement during the transition from elementary to secondary school]. Unterrichtswissenschaft 2011, 4:365-384.
55. Pekrun R., Elliot A.J., Maier M.A. Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology 2009, 101:115-135.
56. Schafer J.L., Olsen M.K. Multiple imputation for multivariate missing-data problems: A data analyst's perspective. Multivariate Behavioral Research 1998, 33:545-571.
57. Schwinger M., Wild E. Die Entwicklung von Zielorientierungen im Fach Mathematik von der 3. bis 5. Jahrgangsstufe [The development of goal orientations in mathematics in 3rd to 5th graders]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology 2006, 20(4):269-278.
58. Shim S.S., Ryan A.M., Anderson C.J. Achievement goals and achievement during early adolescence. Examining time-varying predictors and outcome variables in growth-curve analysis. Journal of Educational Psychology 2008, 100(3):655-671.
59. Sparfeldt J.R., Buch S.R., Wirthwein L., Rost D.H. Zielorientierungen: Zur Relevanz der Schulfächer [Goal orientations: The relevance of specific goal orientations as well as specific school subjects]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 2007, 39:165-176.
60. Spinath, B., & Schöne, C. (2003). Ziele als Bedingungen von Motivation am Beispiel der Skalen zur Erfassung der Lern- und Leistungsmotivation (SELLMO) [Goals as conditions of motivation on the example of the scales for measuring learning and achievement motivation]. In J. Stiensmeier-Pelster & F. Rheinberg (Eds.), Diagnostik von Motivation und Selbstkonzept (Tests und Trends, Jahrbuch der pädagogisch-psychologischen Diagnostik. N. F., Band 2)[Diagnostic of motivation and self-concept. Tests and trends, yearbook of pedagogical and psychological diagnostic, Vol. 2] (pp. 29-40). Göttingen: Hogrefe.
61. Südkamp, A., & Möller, J. (2009). Referenzgruppeneffekt im Simulierten Klassenraum. Direkte und indirekte Einschätzungen von Schülerleistungen [Reference-group-effects in a simulated classroom: Direct and indirect judgments]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psycholog, 23(3-4), 161-174.
62. Trautwein U., Lüdtke O., Marsh H.W., Köller O., Baumert J. Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics. Journal of Educational Psychology 2006, 98:788-806.
63. Wigfield A., Eccles J.S. The development of achievement task values: A theoretical analysis. Developmental Review 1992, 12:265-310.
64. Wigfield A., Eccles J.S., MacIver D., Reuman D.A., Midgley C. Transitions during early adolescence: Changes in childreńs domain- specific self-perceptions and general self-esteem across the transition to Junior High School. Developmental Psychology 1991, 27(4):552-565.
65. Yu C. Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcomes 2002, University of California, Los Angeles, CA.