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

Schwinger M, Wild E (2012)
Contemporary Educational Psychology 37(1): 1-13.

Journal Article | Published | English

No fulltext has been uploaded

Abstract
This study examined the longitudinal trajectories of achievement goal profiles in mathematics from third to seventh grade in a sample of 302 German students. Latent profile analyses were conducted separately for each school year and revealed three subgroups of students with distinct goal profiles labeled high multiple goals, moderate multiple goals, and primarily mastery-oriented. Only about one third of the students held the same goal profile across all school years. The amount of students pursuing moderate multiple goals increased over time, which supplements previous findings and theorizing about an ongoing differentiation of achievement goals during early adolescence. There were remarkably few differences in educational outcomes (interest, effort, achievement) between students from distinct goal profile groups. However, high multiple goal students showed the lowest test scores in sixth and seventh grade. Moreover, if students showed low performance during one school year, they were more likely to adopt a high multiple goals profile in the following year. Results are discussed in relation to individual cognitive developments, changes in school environments, and special characteristics of educational systems. (C) 2011 Elsevier Inc. All rights reserved.
Publishing Year
ISSN
PUB-ID

Cite this

Schwinger M, Wild E. Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade. Contemporary Educational Psychology. 2012;37(1):1-13.
Schwinger, M., & Wild, E. (2012). Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade. Contemporary Educational Psychology, 37(1), 1-13.
Schwinger, M., and Wild, E. (2012). Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade. Contemporary Educational Psychology 37, 1-13.
Schwinger, M., & Wild, E., 2012. Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade. Contemporary Educational Psychology, 37(1), p 1-13.
M. Schwinger and E. Wild, “Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade”, Contemporary Educational Psychology, vol. 37, 2012, pp. 1-13.
Schwinger, M., Wild, E.: Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade. Contemporary Educational Psychology. 37, 1-13 (2012).
Schwinger, Malte, and Wild, Elke. “Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade”. Contemporary Educational Psychology 37.1 (2012): 1-13.
This data publication is cited in the following publications:
This publication cites the following data publications:

Export

0 Marked Publications

Open Data PUB

Web of Science

View record in Web of Science®

Search this title in

Google Scholar