ERIC Number: EJ1136985
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 49
Dominant Achievement Goals and Academic Outcomes across Tracks in High School
Scheltinga, Peter A. M.; Timmermans, Anneke C.; van der Werf, Greetje P. C.
Educational Psychology, v37 n5 p582-598 2017
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.
Descriptors: Foreign Countries, Grades (Scholastic), Secondary School Students, Track System (Education), Academic Achievement, Mastery Learning, Performance, Goal Orientation, Questionnaires, Indo European Languages, English (Second Language), Mathematics Achievement, Statistical Analysis, Surveys, Multivariate Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey