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ERIC Number: EJ997885
Record Type: Journal
Publication Date: 2013-Jan
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0361-476X
Achievement Goals and School Achievement: The Transition to Different School Tracks in Secondary School
Paulick, Isabell; Watermann, Rainer; Nuckles, Matthias
Contemporary Educational Psychology, v38 n1 p75-86 Jan 2013
During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic tracks. Currently, there is a lack of research examining the changes in achievement goals (mastery-approach, performance-approach, and performance-avoidance goals) and in the association between achievement goals and school achievement during the transition to these different school tracks. There were 1646 students who participated in a large-scale, three-wave longitudinal study from Grade 4 to Grade 6. While results revealed only slight differences between the two school tracks, the three types of achievement goals declined over time. In elementary school mastery-approach goals were positively and performance-approach goals negatively associated with school grades. After the transition to secondary school mastery-approach goals predicted school grades positively, whereas performance-approach goals negatively influenced achievement (academic track). Overall, the results indicate that between-school-tracking plays a minor role for the development of achievement goals and the relation between goals and achievement. (Contains 5 tables and 5 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4; Grade 5; Grade 6; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany