Dominant achievement goals and academic outcomes across tracks in high school

The self-reported grades Dutch, English and Math of 13,970 students in the third grade of Dutch secondary education (US grade 9) were investigated with regard to educational track-level and dominant achievement goal (DAG). The performance approach goal group scored significantly higher on all three...

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Published inEducational psychology (Dorchester-on-Thames) Vol. 37; no. 5; pp. 582 - 598
Main Authors Scheltinga, Peter A. M., Timmermans, Anneke C., van der Werf, Greetje P. C.
Format Journal Article
LanguageEnglish
Published Dorchester-on-Thames Routledge 28.05.2017
Taylor & Francis Ltd
Subjects
Academic Achievement
academic outcomes
achievement goal
Educational psychology
Elementary school students
English (Second Language)
Foreign Countries
Goal Orientation
Grades (Scholastic)
Indo European Languages
Mastery Learning
Mathematics Achievement
Motivation
Multivariate Analysis
Questionnaires
secondary education
Secondary School Students
Statistical Analysis
Surveys
Track System (Education)
Netherlands
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Abstract The self-reported grades Dutch, English and Math of 13,970 students in the third grade of Dutch secondary education (US grade 9) were investigated with regard to educational track-level and dominant achievement goal (DAG). The performance approach goal group scored significantly higher on all three subjects than the performance avoidance group, the mastery approach group, the mastery avoidance group and the group without a DAG. In addition, the differences between the performance approach group and the other groups with regard to the three school subjects were of the same size, suggesting that the DAG is associated with the same processes across various school subjects. The magnitude of the differences between the other DAG groups, however, decreased with decreasing track level, suggesting that the DAGs' adaptive value varies systematically with ability level.
AbstractList The self-reported grades Dutch, English and Math of 13,970 students in the third grade of Dutch secondary education (US grade 9) were investigated with regard to educational track-level and dominant achievement goal (DAG). The performance approach goal group scored significantly higher on all three subjects than the performance avoidance group, the mastery approach group, the mastery avoidance group and the group without a DAG. In addition, the differences between the performance approach group and the other groups with regard to the three school subjects were of the same size, suggesting that the DAG is associated with the same processes across various school subjects. The magnitude of the differences between the other DAG groups, however, decreased with decreasing track level, suggesting that the DAGs' adaptive value varies systematically with ability level.
Audience Secondary Education
Author Timmermans, Anneke C.
van der Werf, Greetje P. C.
Scheltinga, Peter A. M.
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  surname: van der Werf
  fullname: van der Werf, Greetje P. C.
  organization: GION, University of Groningen
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crossref_primary_10_1002_job_2802
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Snippet The self-reported grades Dutch, English and Math of 13,970 students in the third grade of Dutch secondary education (US grade 9) were investigated with regard...
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SubjectTerms Academic Achievement
academic outcomes
achievement goal
Educational psychology
Elementary school students
English (Second Language)
Foreign Countries
Goal Orientation
Grades (Scholastic)
Indo European Languages
Mastery Learning
Mathematics Achievement
Motivation
Multivariate Analysis
Questionnaires
secondary education
Secondary School Students
Statistical Analysis
Surveys
Track System (Education)
Title Dominant achievement goals and academic outcomes across tracks in high school
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