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ERIC Number: EJ1024005
Record Type: Journal
Publication Date: 2014-May
Pages: 32
Abstractor: As Provided
ISSN: ISSN-0272-4316
Developmental Trajectories of Achievement Goal Orientations during the Middle School Transition: The Contribution of Emotional and Behavioral Dispositions
Duchesne, St├ęphane; Ratelle, Catherine F.; Feng, Bei
Journal of Early Adolescence, v34 n4 p486-517 May 2014
This longitudinal study builds on research addressing changes in achievement goal orientations (AG) across the transition to middle school. We had two objectives. The first was to identify and describe different development trajectories of AG (mastery, performance-approach, and performance-avoidance) from the last year of elementary school (Grade 6) to the third year of middle school (Grade 9, or Secondary 3). The second was to determine whether these trajectories depend on individual dispositions such as anxiety, depression, aggressiveness, and inattention. A sample of 378 French-speaking students from the province of Quebec and their mothers participated in a 4-year longitudinal study. Results showed three trajectories for mastery goals (High, Moderate, and Moderate-declining) and four trajectories for performance-approach (High, Moderate-declining, Low-increasing, and Low) and performance-avoidance goals (High, High-declining, Moderate, and Low-declining). Individual dispositions in the sixth grade predicted trajectory group membership. Results are discussed in light of their implications for the literature on AG and education.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Grade 6; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey; Child Behavior Checklist; Childrens Depression Inventory; Childrens Manifest Anxiety Scale
Grant or Contract Numbers: N/A