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ERIC Number: EJ1106843
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0144-3410
Dominant Achievement Goals across Tracks in High School
Scheltinga, Peter A. M.; Kuyper, Hans; Timmermans, Anneke C.; van der Werf, Greetje P. C.
Educational Psychology, v36 n7 p1170-1192 2016
The dominant achievement goals (DAGs) of 7,008 students in the third grade of Dutch secondary education (US grade 9) were investigated, based on Elliot & McGregors' 2 × 2 framework (2001), in relation to track-level and motivational variables. We found the mastery-approach goal and the performance-approach goal, generally considered adaptive, to be more prominent among students in lower tracks. In contrast, avoidance goals were more common in higher tracks. Most notably, in the highest track, the mastery-avoidance goal was the most prominent. Additionally, we found that students with a dominant performance-approach goal scored highest on almost all motivational variables examined; students without a DAG scored mostly second highest. The implications of these findings are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey
Grant or Contract Numbers: N/A