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1.
Two recently published meta-analyses (Huang, 2012, Hulleman et al., 2010) have focused on the association between achievement goals and achievement outcomes. These meta-analyses differed to some extent, e.g., regarding the identified moderators. The present meta-analysis serves to clarify those heterogeneous findings by considering more studies through 2011 and by considering more moderators. Our literature search identified 180 publications (N = 81 947). Analyses (using random effects models) revealed small but significant associations between achievement goals and achievement outcomes (r = −.12 to r = .13; all ps < .01; global performance goals: r = .01, p > .05). The results of the present moderator analyses differed from those of the previous meta-analyses. For example, in contrast to Huang (2012), we were able to find several moderators of the association between performance-approach goals and academic achievement. The results have several important implications, especially regarding the assessment of achievement goals. 相似文献
2.
This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions. 相似文献
3.
This paper evaluates program, workplace and process factors associated with implementation and sustainment of an evidence-based parenting support program (EBP) in disadvantaged communities. Correlation analyses and binary logistic regressions were used to assess the associations between key implementation support factors and program implementation (at 18 months) and sustainment (at 36 months) post training with (N = 35) Australian Aboriginal and Torres Strait Islander family support providers using the Triple P – Positive Parenting Program in Indigenous child protection agencies. This study demonstrated that for implementation at 18 months, there was a trend for implementing providers to report higher levels of partnership support, perceived program benefit, workplace support and workplace cohesion. However, the only significant relationship was with partnership support (r = .31 p < 0.05), and regression analysis indicated that none of the variables were significant predictors of program implementation. For sustained implementation at 36 months, no relationship was found between sustainment and program characteristics, workplace characteristics, supervision and peer support or sustainability planning. Supportive coaching was the only significant correlate (r = 0.46, p < 0.01) and predictor [OR = 15.63, 95% CI (1.98–123.68), p = 0.009] in the program sustainment model. Overall, these findings suggest the need for further exploration of program and workplace variables and provide evidence to consider incorporating partnership support and supportive coaching in real world implementation models to improve the likelihood of EBP implementation and sustainment in Indigenous communities. 相似文献
4.
Heta Tuominen-Soini Katariina Salmela-Aro Markku Niemivirta 《Learning and individual differences》2012,22(3):290-305
The aim of this study was to examine students' (N = 579) achievement goal orientation profiles, the temporal stability of these profiles across the transition to upper secondary education, and profile differences in academic well-being (i.e., school value, school burnout, schoolwork engagement, satisfaction with educational choice). By means of latent profile analysis, four groups of students with distinct motivational profiles were identified: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Motivational profiles were relatively stable across the transition; half of the students displayed identical profiles over time and most of the changes in the group memberships were directed towards neighboring groups. Regarding group differences, indifferent and avoidance-oriented students showed less adaptive patterns of motivation and academic well-being than did mastery- and success-oriented students. Both mastery- and success-oriented students were highly engaged in studying and found their schoolwork meaningful, although success-oriented students' stronger concerns with performance seemed to make them more vulnerable to school burnout. 相似文献
5.
Teachers' judgments of student characteristics are affected not only by the characteristic in question, but also by other factors. This article presents three studies examining whether students' achievement influences teachers' judgments of their engagement (as a proxy for motivation) and vice versa. First, a field study was conducted with N = 52 teachers and N = 1135 students. Structural equation modeling revealed an effect of student achievement on teacher judgments of student engagement and an effect of student engagement on teacher judgments of student achievement—above and beyond the association of each student characteristic with teacher judgments of that characteristic. These results were then replicated in two experimental studies involving a computer simulation of an instructional situation, the Simulated Classroom, with N = 40 and N = 181 teacher candidates, respectively. The psychological determinants of the effects observed are discussed, as are their practical implications. 相似文献
6.
The current study identified affective profiles and examined their relations to behavioral engagement and disengagement as well as achievement among undergraduate students enrolled in a college anatomy course (N = 278). Cluster analysis was used to identify four affective profiles: Positive, Deactivated, Negative, and Moderate-Low. Students in the Positive and Deactivated profiles were more engaged, less disengaged, and earned higher grades on subsequent exams than those in Moderate-Low and Negative profiles, which did not differ from one another. Subsequent analyses indicated that the relation of affective profiles to achievement was mediated through engagement. Results provide support for the importance of examining students’ mixed affective experiences in terms of both valence and activation dimensions, adding important contributions to largely variable-oriented literature on academic affect and its relation to engagement and achievement. 相似文献
7.
Jason A. Chen 《Learning and individual differences》2012,22(6):724-735
The purpose of this study was to explore (a) the individual belief profiles that naturally arise among middle and high school science students (n = 1225); (b) the relationships between these profiles to science achievement and other prominent motivation variables; and (c) the demographic and developmental differences among the belief profiles. Results revealed that a four-class solution fit the data the best. These profiles were differentially related to achievement goal orientations, science self‐efficacy, and science achievement. Differences in profiles also arose as a function of minority status, grade level, and gender. Findings support and refine Schommer-Aikins's (2004) Embedded Systemic Model of epistemic beliefs. Results are discussed in relation to theory and implications for science instruction. 相似文献
8.
Child maltreatment is a major public health concern due to its impact on developmental trajectories and consequences across mental and physical health outcomes. Operationalization of child maltreatment has been complicated, as research has used simple dichotomous counts to identification of latent class profiles. This study examines a latent measurement model assessed within foster youth inclusive of indicators of maltreatment chronicity and severity across four maltreatment types: physical, sexual, and psychological abuse, and neglect. Participants were 500 foster youth with a mean age of 12.99 years (SD = 2.95 years). Youth completed survey questions through a confidential audio computer-assisted self-interview program. A two-factor model with latent constructs of chronicity and severity of maltreatment revealed excellent fit across fit indices; however, the latent constructs were correlated 0.972. A one-factor model also demonstrated excellent model fit to the data (χ2 (16, n = 500) = 28.087, p = 0.031, RMSEA (0.012–0.062) = 0.039, TLI = 0.990, CFI = 0.994, SRMR = 0.025) with a nonsignificant chi-square difference test comparing the one- and two-factor models. Invariance tests across age, gender, and placement type also were conducted with recommendations provided. Results suggest a single-factor latent model of maltreatment severity and chronicity can be attained. Thus, the maltreatment experiences reported by foster youth, though varied and complex, were captured in a model that may prove useful in later predictions of outcome behaviors. Appropriate identification of both the chronicity and severity of maltreatment inclusive of the range of maltreatment types remains a high priority for future research. 相似文献
9.
Maltreated young persons in out-of-home care often have poor educational outcomes, heightening their risk of long-term psychosocial disadvantage (Forsman, Brännström, Vinnerljung, & Hjern, 2016). In their systematic reviews, Romano, Babchishin, Marquis, and Fréchette (2014) and O’Higgins, Sebba, and Gardner (in press) found evidence that neglect was more often linked with low academic achievement, whereas abuse was more likely to be associated with behavioral difficulties. In large samples of young persons in out-of-home care in Ontario, Canada, who had experienced mainly neglect, we investigated risk and protective factors as predictors of educational success. In a cross-sectional hierarchical regression analysis (N = 3659, aged 11–17 years), female gender, youth educational aspirations, caregiver educational aspirations for youth, time with current caregiver, internal developmental assets, and positive mental health were associated with better educational success. Neglect, grade retention, special educational needs, ethnic minority status, behavioral problems, and soft-drug use were associated with poorer educational outcomes. Gender significantly moderated caregiver educational aspirations and youth placement type. In a longitudinal analysis of a subsample (N = 962, aged 11–15 years at Time 1), covering three years, a large decline in educational success (d = −0.80) was observed. Female gender, internal developmental assets, and positive mental health positively predicted, and soft drug use negatively predicted, greater educational success at Time 2. These results point to factors that help or hinder educational success among young people in care and should inform new interventions or improved versions of existing ones that address educational success in the context of neglect. 相似文献
10.
Janine Gut Carmen Heckmann Christine Sandra Meyer Marc Schmid Alexander Grob 《Learning and individual differences》2012,22(3):375-379
Recent models of attention deficit/hyperactivity disorder (ADHD) suggest that the association between achievement motivation and school performance may be stronger in children with ADHD than in typically developing children. Therefore, the present study investigated associations between achievement motivation and performance on language skills and mathematical thinking in children with ADHD (n = 23; M = 9.4 years, SD = 1.1 years; 78% boys) and two matched control groups, i.e., a clinical control group (children with related disruptive behavior disorders; DBD), and a non-clinical control group (NC). Results confirmed stronger associations between achievement motivation and performance on receptive language and mathematical thinking in children with ADHD than in NC. Specifically, performance of children with ADHD was equal to NC for highly motivated ADHD children. These results underscore the importance of achievement motivation as a more essential key factor in the performance of children with ADHD as compared to typically developing children. 相似文献
11.
Malte Schwinger Ricarda Steinmayr Birgit Spinath 《Learning and individual differences》2012,22(3):269-279
The self-regulation of motivation represents a key feature of self-regulated learning. Recent studies have documented that students use a variety of strategies to sustain their learning motivation and that most of these strategies have positive effects. However, less is known about how students integrate the various motivational strategies into an individual motivational regulation profile and which kind of profiles are most adaptive with respect to enhanced effort and persistence. To shed more light on this issue, we examined the motivational regulation profiles within two samples of German high-school and college students. In Study 1 (N = 231 11th and 12th grade students), latent profile analysis revealed five subgroups of students holding different motivational regulation profiles. In Study 2 (N = 600 college students), the five class solution was replicated with slight changes in the nature of the profiles. In both studies, profiles with a higher overall level of motivational strategy use were associated with a higher level of effort and achievement. Regarding differences in profile shape, results indicated that profiles emphasizing mastery and/or performance-approach self-talk were most adaptive. Implications of the findings for future research on motivational regulation are discussed. 相似文献
12.
The present study examined to which extent different motivational concepts contribute to the prediction of school achievement among adolescent students independently from intelligence. A sample of 342 11th and 12th graders (age M = 16.94; SD = .71) was investigated. Students gave self-reports on domain-specific values, ability self-perceptions, goals, and achievement motives. Hierarchical regression and relative weights analyses were performed with grades in math and German as dependent variables and intelligence as well as motivational measures as independent variables. Beyond intelligence, different motivational constructs incrementally contributed to the prediction of school achievement. Domain-specific ability self-perceptions and values showed the highest increments whereas achievement motives and goal orientations explained less additional variance. Even when prior achievement was controlled, some motivational concepts still proved to contribute to the prediction of subsequent performance. In the light of these findings, we discuss the importance of motivation in educational contexts. 相似文献
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14.
Building on the notion that motivation energizes and directs resources in achievement situations, we argue that goal orientations affect perceptions of own intelligence and that the effect of goals on performance is partly mediated by self-estimates of intelligence. Studies 1 (n = 89) and 2 (n = 165) investigated the association of goal orientations and self-estimated intelligence in university-student samples. Study 3 (n = 164) tested an integrated model of goal orientations and self-estimated intelligence to predict school performance. Goal orientations explained 7 to 11% of the variance in self-estimated intelligence (controlling for gender, age, and psychometric intelligence). Persons with high performance-approach goals consistently overestimated and persons holding high performance-avoidance goals underestimated their intelligence. Performance goals affected academic performance indirectly via self-estimated intelligence, whereas learning goals were directly related to performance. Findings are discussed regarding their importance for the understanding of the function of motivation and ability self-perceptions for performance. 相似文献
15.
Hitting children for disciplinary purposes (i.e., spanking or corporal punishment [CP]) is a strong risk factor for child physical abuse and is highly prevalent in the U.S. Yet, little is currently known about the relevant attitudes, beliefs, or training needs of key professionals who often advise parents regarding child discipline strategies. A survey of the American Professional Society on the Abuse of Children (APSAC) membership, comprised of mental health professionals, physicians, child welfare professionals, and other professionals in the child maltreatment field, was conducted to assess attitudes, beliefs, perceived norms, training needs, and motivations to change norms regarding CP (N = 571, response rate = 51%). Most respondents agreed that spanking is a bad disciplinary technique (82%), is harmful for children (74%), and leads to negative outcomes (M = 3.0, SD = 0.6) more frequently than positive outcomes (M = 2.1, SD = 0.6; t = 20.8; p < 0.0001) for children. Professionals reported perceiving that their colleagues’ level of endorsement of CP (M = 2.4, SD = 1.0) was higher than their own (M = 1.9, SD = 1.0; t(568) = −10.7, p <0.0001) though still below the midpoint. Professionals reported high levels of preparedness to effectively advise parents on non-physical child discipline strategies, but reported perceiving lower levels of preparedness amongst their colleagues. They reported highly valuing giving such advice to parents and being very motivated to participate in activities designed to change social norms regarding CP. Most APSAC members are poised to change these norms and, in doing so, to help reduce rates of child physical abuse in the U.S. 相似文献
16.
Anna-Lena Dicke Oliver Lüdtke Ulrich Trautwein Gabriel Nagy Nicole Nagy 《Learning and individual differences》2012,22(6):844-849
Using the theoretical framework of achievement goal theory, this study investigated the accuracy of teachers' judgments of their students' motivation. Self-report data were gathered on the mastery, performance-approach, and performance-avoidance goals of 1140 German secondary school students (mean age = 14.24) in five academic subjects (English, Mathematics, German, second foreign language, and Biology). Their teachers in each of the five subjects (N = 176) were asked to judge students' achievement goals. Multilevel regression analyses revealed that teacher ratings of students' motivation statistically significantly predicted student ratings in all five subjects for mastery and performance-approach motivation, but not for performance-avoidance motivation. Assessment of differences in teachers' judgment accuracy across classrooms revealed some variability in teachers' ability to judge their students' mastery and performance-approach goals. Exploratory analyses showed that teaching experience, teacher gender, student age, and student gender did not systematically explain variation in judgment accuracy. Future research should examine other characteristics potentially influencing teachers' judgment accuracy and investigate the effect of teachers' judgment accuracy on students' motivation. 相似文献
17.
Neglected children, by far the majority of children maltreated, experience an environment most deficient in cognitive stimulation and language exchange. When physical abuse co-occurs with neglect, there is more stimulation through negative parent–child interaction, which may lead to better cognitive outcomes, contrary to Cumulative Risk Theory. The purpose of the current study was to assess whether children only neglected perform worse on cognitive tasks than children neglected and physically abused. Utilizing LONGSCAN archived data, 271 children only neglected and 101 children neglected and physically abused in the first four years of life were compared. The two groups were assessed at age 6 on the WPPSI-R vocabulary and block design subtests, correlates of cognitive intelligence. Regression analyses were performed, controlling for additional predictors of poor cognitive outcome, including socioeconomic variables and caregiver depression. Children only neglected scored significantly worse than children neglected and abused on the WPPSI-R vocabulary subtest (p = 0.03). The groups did not differ on the block design subtest (p = 0.4). This study shows that for neglected children, additional abuse may not additively accumulate risk when considering intelligence outcomes. Children experiencing only neglect may need to be referred for services that address cognitive development, with emphasis on the linguistic environment, in order to best support the developmental challenges of neglected children 相似文献
18.
Lazar Stankov Jihyun Lee Wenshu Luo David J. Hogan 《Learning and individual differences》2012,22(6):747-758
In this paper we report the results from a study that assessed confidence together with scales measuring self-belief – i.e., self-efficacy, different kinds of self-concepts, and anxiety – among the 15-year old students from Singapore. A distinct confidence factor was identified in the domains of mathematics (N = 1940) and English (N = 1786). Our results show that confidence is: a) a robust individual differences dimension; b) that can be combined with accuracy information to obtain bias scores that may be useful for group comparisons and for identification of misconceptions about particular topics. Confidence as studied in our work to date has been c) the best predictor of achievement in both mathematics and English; d) is related to both cognitive and self-belief measures; and e) it captures much of the predictive variance of other self-beliefs that are, in turn, among the best known predictors of achievement. 相似文献
19.
This study reports adolescent expectancy-value motivation, and its relation to fitness knowledge and psychomotor skill learning in physical education. Students (N = 854) from 12 middle schools provided data on expectancy-value motivation, fitness knowledge and psychomotor skill learning. Results from dependent t-test and MANOVA indicated that 8th grade students rated task values significantly lower than 6th grade while their expectancy beliefs did not significantly differ. Students gained sizable fitness knowledge (d = 0.58, p < 0.05) and badminton skill (d = 1.40, p < 0.05). Multiple regression analyses revealed that expectancy-value motivation did not significantly predict learning in fitness knowledge or psychomotor skills. These findings suggest that expectancy-value motivation might predict engagement and performance, but not necessarily learning achievement in physical education. 相似文献
20.
The goal of this study was to examine the influence of animal-assisted psychotherapy (AAP) on the psychosocial adaptation of a group of adolescents in residential care who had suffered traumatic childhood experiences and who presented with mental health problems. This study recruited 63 youths (mean age = 15.27, SD = 1.63) who were divided into two groups: a treatment group of 39 youths (19 female and 20 male; mean age = 15.03, SD = 0.51) and a control group of 24 (five female and 19 male; mean age = 15.67, SD = 1.63). The youths who underwent the AAP program had higher school adjustment in comparison to their peers who did not receive treatment. Their hyperactive behavior decreased, and they showed better social skills, more leadership, and fewer attention problems. They also showed a more positive attitude toward their teachers in comparison to controls. No differences were observed in other variables associated with clinical symptoms or personal adjustment. These results suggest that AAP can be effective with teenagers who have suffered childhood traumas and who present with problems of psychosocial adaptation. 相似文献