Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade

This study examined the longitudinal trajectories of achievement goal profiles in mathematics from third to seventh grade in a sample of 302 German students. Latent profile analyses were conducted separately for each school year and revealed three subgroups of students with distinct goal profiles labeled high multiple goals, moderate multiple goals, and primarily mastery-oriented. Only about one third of the students held the same goal profile across all school years. The amount of students pursuing moderate multiple goals increased over time, which supplements previous findings and theorizing about an ongoing differentiation of achievement goals during early adolescence. There were remarkably few differences in educational outcomes (interest, effort, achievement) between students from distinct goal profile groups. However, high multiple goal students showed the lowest test scores in sixth and seventh grade. Moreover, if students showed low performance during one school year, they were more likely to adopt a high multiple goals profile in the following year. Results are discussed in relation to individual cognitive developments, changes in school environments, and special characteristics of educational systems.

► We examined achievement goal profile trajectories from third to seventh grade.
► We identified two multiple goals (high, moderate) and a mastery-oriented profile.
► Goal profile stability was low from third to seventh grade.
► Distinct profile groups barely differed in interest, effort, and achievement.