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Achievement Goals During Middle Childhood: Individual Differences in Motivation and Social Adjustment

by Wilson, Travis M. , Lemoine, Katherine A. , Martin, Caroline P. , Tang, Yue , Zheng, Chanjin

in Academic Achievement / achievement goals / Achievement Need / Adolescents / Case Studies / Children / Cluster analysis / Comparative Analysis / Correlation / Elementary education / Elementary School Students / Elementary Schools / Goal Orientation / Grade 3 / Individual Differences / Likert Scales / Mastery Learning / Measures (Individuals) / middle childhood / Motivation / Multivariate Analysis / Patterns of Adaptive Learning Survey / Perceptions / Pillais Trace / Questionnaires / Rating Scales / Self Efficacy / Social Adjustment / Social classes / Statistical Analysis / Student Attitudes / Student Motivation / Student Teacher Relationship Scale / Surveys / Teacher Attitudes / Teacher Student Relationship / United States (Great Lakes Region)

2016

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Achievement Goals During Middle Childhood: Individual Differences in Motivation and Social Adjustment

by Wilson, Travis M. , Lemoine, Katherine A. , Martin, Caroline P. , Tang, Yue , Zheng, Chanjin

2016

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Achievement Goals During Middle Childhood: Individual Differences in Motivation and Social Adjustment

by Wilson, Travis M. , Lemoine, Katherine A. , Martin, Caroline P. , Tang, Yue , Zheng, Chanjin

2016

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Journal Article

Achievement Goals During Middle Childhood: Individual Differences in Motivation and Social Adjustment

Wilson, Travis M.,

Lemoine, Katherine A.,

Martin, Caroline P.,

Tang, Yue,

Zheng, Chanjin

2016

Overview

Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported adjustment variables. Cluster analysis revealed four groups of students: mastery (above average in mastery goals, below average in performance-approach and performance-avoidance goals), multi-goal (above average in all three goals), avoidant (above average in performance-avoidance goals, below average in mastery and performance-approach goals), and low motivation (below average in all three goals). Clusters differed in self-reported academic self-efficacy and perceptions of teacher support, teacher-reported academic competence, and peer nominations of social status. Mastery students had the most adaptive profiles; low motivation, the least adaptive. Avoidant boys had more maladaptive profiles than avoidant girls.

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Publisher

Routledge,Taylor & Francis Inc

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