Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4940103 | Learning and Individual Differences | 2016 | 11 Pages |
Abstract
The present study investigates how students' achievement goal profiles are associated with school achievement in elementary school. We used latent class analysis to identify achievement goal profiles in a sample of NÂ =Â 4387 Grade 4 students in Germany. Three qualitatively and quantitatively different achievement goal profiles (i.e., mastery-oriented, high multiple, and low mastery) emerged and were compared with regard to standardized test scores in German and mathematics. Students with a mastery-oriented profile clearly outperformed students in the other profiles. In contrast, students with a high multiple profile showed the lowest test scores. Mediation analyses revealed that basic cognitive abilities and gender being equal, the underachievement of students with a high multiple profile when compared with students with a mastery-oriented profile can be partially explained by their higher level of test anxiety.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Ying Zhang, Rainer Watermann, Annabell Daniel,