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Neuenschwander MP, Ramseier L, Hofmann J. Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences. J Adolesc 2024. [PMID: 38235977 DOI: 10.1002/jad.12293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Revised: 01/03/2024] [Accepted: 01/05/2024] [Indexed: 01/19/2024]
Abstract
INTRODUCTION The effort adolescents make determines the risk for dropping out of vocational education and training (VET) early and their chances of graduating upper secondary education. Studies have shown that adolescents' efforts decrease during the transition to upper secondary general education and increases for the transition to VET. In this study, we examined adolescent self-efficacy in lower secondary education, adolescent-instructor relationship (AIR) in VET and general education, and perceived person-environment fit (PEF) as predictors of adolescent effort. METHOD We calculated two longitudinal multigroup structural equation models. Group 1 comprised 1266 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to VET with two learning contexts, company and vocational school in Switzerland. Group 2 included 517 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to upper secondary general education and thus stayed in a school. Adolescents' survey data was collected in 2016 and 2017. RESULTS Self-efficacy in lower secondary education and AIR in upper secondary education indirectly predicted effort in upper secondary education via PEF, controlling for effort in lower secondary education. Findings were similar for general education and vocational school. However, the effects differed between company and general education (moderation). The positive effect of AIR on PEF was statistically significantly weaker for adolescents in general education than for adolescents in VET and their company learning context. CONCLUSION We discuss strategies to enhance adolescents' efforts in upper secondary education.
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Affiliation(s)
- Markus P Neuenschwander
- Center for Learning and Socialization, Institute for Research and Development, School of Teacher Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Lukas Ramseier
- Center for Learning and Socialization, Institute for Research and Development, School of Teacher Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Jan Hofmann
- Center for Learning and Socialization, Institute for Research and Development, School of Teacher Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
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Nadon L, Morin AJS, Olivier E, Archambault I, Smodis McCune V, Tóth-Király I. A longitudinal person-centered representation of elementary students' motivation: Do perceptions of parent and teacher achievement goals matter? J Sch Psychol 2023; 100:101228. [PMID: 37689436 DOI: 10.1016/j.jsp.2023.101228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 05/01/2023] [Accepted: 07/14/2023] [Indexed: 09/11/2023]
Abstract
This study utilized a longitudinal person-centered approach to investigate how children's achievement goals combine with the goals held for them by their parents and teachers to form unique achievement goal profiles among a sample of 619 elementary school students (Mage = 9.782; 52.5% female; 79.2% first- and second-generation immigrants) from low SES ethnically diverse neighborhoods. Our results revealed four distinct profiles that proved to be identical from one school year to the next: (a) Low on all Goals, (b) High on all Goals, (c) Mastery-Oriented, and (d) Low Mastery Goals. Students' membership in these profiles was moderate to highly stable over time. Moreover, all profiles were marked by a correspondence between student, parent, and teacher goals, suggesting that elementary students may come to develop a global understanding of the various goal-related messages present in their environment. Higher perceived competence in core academic subjects was associated with membership into profiles characterized by high levels of mastery goals. The Mastery-Oriented profile fared best in terms of academic achievement and anxiety, whereas the Low Mastery Goals profile fared the worst. This Low Mastery Goals profile was unique to our study and represented the largest profile, which could be related to the socioeconomic status of our sample. Our findings provide information regarding the nature and stability of achievement goal profiles among elementary school students and offer new insights into how children interpret goal-related messages in their environment.
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Affiliation(s)
- Lindsey Nadon
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
| | - Alexandre J S Morin
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada.
| | - Elizabeth Olivier
- Faculté des sciences de l'éducation, Département de psychopédagogie et d'andragogie, Université de Montréal, Canada
| | | | - Victoria Smodis McCune
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
| | - István Tóth-Király
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
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Zhang Y, Watermann R, Daniel A. The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School. J Youth Adolesc 2023:10.1007/s10964-023-01813-7. [PMID: 37481504 DOI: 10.1007/s10964-023-01813-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 06/14/2023] [Indexed: 07/24/2023]
Abstract
Achievement goals play an important role in activating and sustaining students' ongoing motivation, emotional well-being, and achievement attainment over time. However, little is known empirically about the sustained effects of achievement goal profiles on students' subsequent school achievement, especially for early adolescents during the educational transition. Based on 1764 German students (Mage = 10.47, SD = 0.56; 50.6% female) who participated in a 3-year longitudinal study from Grade 4 to Grade 6, the present research aimed to examine the role of students' achievement goal profiles in the final year of elementary school in predicting their school achievement one year and two years after the transition to secondary school. Results of regression models showed that endorsing a mastery-oriented profile (vs. a high multiple profile or a low mastery profile) at the end of elementary school predicted higher German grades one year and two years after the transition to secondary school even after controlling for their prior achievement and basic cognitive abilities. Moreover, the sustained beneficial effects of a mastery-oriented profile (vs. a low mastery profile) on students' achievement gains can be explained by their higher joy of learning. These results indicate that a mastery-oriented profile in elementary school can be considered an important personal factor that facilitates students' smooth sailing after the transition to secondary school.
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Affiliation(s)
- Ying Zhang
- Department of Sociology and Psychology, Central University of Finance and Economics, 100081, Beijing, China.
| | - Rainer Watermann
- Department of Education and Psychology, Freie Universität Berlin, 14195, Berlin, Germany
| | - Annabell Daniel
- Department of Education and Rehabilitation, Ludwig-Maximilians-Universität München, 80802, Munich, Germany
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Beik A, Cho Y. Effects of goal orientation on online learning: A meta-analysis of differences in Korea and US. CURRENT PSYCHOLOGY 2023; 43:1-11. [PMID: 36855640 PMCID: PMC9951161 DOI: 10.1007/s12144-023-04389-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/07/2023] [Indexed: 03/02/2023]
Abstract
This meta-analysis examines the correlation between goal orientation and related variables in online learning to examine the influence of individual goal orientation on online learning as well as the differences arising from diverse cultural backgrounds. The study analyzed 27 papers from 2000 to 2022, comprising 8 US and 19 Korean studies. The average effect size of goal orientation and related variables, such as learning satisfaction, self-efficacy, and task value, were also analyzed. In addition, moderating effect according to the country and type of goal orientation was examined to evaluate differences arising from cultures. It was found that learning immersion, learning participation, and intention to continue learning, showed a high average effect size with goal orientation, with the other related variables also demonstrating a significant average effect size. There was no moderating effect of the state in the relationship between goal orientation and academic achievement, although a moderating effect existed according to the type of goal orientation. Based on the results of this study, we analyzed the variables that can reinforce learning along with goal orientation in online learning situations. Therefore, our findings will help formulate various educational support directions that can lead students to successfully gain knowledge through online learning, which has been growing expeditiously in the wake of the COVID-19 pandemic.
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Affiliation(s)
- Ahrong Beik
- Ewha Womans University, 314, Helen Hall, 52, Ewhayeodae-Gil, Seodaemun-Gu, Seoul, Republic of Korea
| | - Younghee Cho
- Department of Special Education, Baekseok University, 1, Baekseokdaehak-Ro, Dongnam-Gu, Cheonan-Si, Chungcheongnam-Do Republic of Korea
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Vansoeterstede A, Cappe E, Lichtlé J, Boujut E. A systematic review of longitudinal changes in school burnout among adolescents: Trajectories, predictors, and outcomes. J Adolesc 2023; 95:224-247. [PMID: 36385709 DOI: 10.1002/jad.12121] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Revised: 10/29/2022] [Accepted: 11/01/2022] [Indexed: 11/18/2022]
Abstract
INTRODUCTION School burnout (SBO) is a public health issue with possible long-term consequences that occurs among developing adolescents. To design prevention policies, SBO's causes and consequences must be established. Moreover, a better understanding of its development might help identify key moments for interventions. Longitudinal studies can reveal whether SBO changes or remains stable over time and can track how its different dimensions develop. They can also clarify the distinction between the predictors and outcomes of SBO. METHODS This systematic review follows PRISMA guidelines and aims to synthesize knowledge about the development of SBO and its predictors and outcomes. We queried databases for articles published between January 2002 and February 2021 that use a quantitative assessment of SBO and have longitudinal designs using students in secondary education. RESULTS Forty-three articles representing 48 studies were included in this review. The most-documented risk factors are female gender and high school academic track. Exhaustion is the first dimension of SBO to develop. The most-documented risk factors are female gender and high school academic track. Relationships with parents serve as a protective factor. Outcomes of SBO include lower engagement at school, impaired identity development, and lower satisfaction with life. Complex relationships are found between SBO, problematic use of internet, problematic use of social media, and depressive symptoms. The three are likely to be caused by SBO but probably develop in vicious cycles. CONCLUSION More research on the organizational factors influencing SBO in diverse educational systems is needed.
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Affiliation(s)
- Aline Vansoeterstede
- Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, Boulogne-Billancourt, France
| | - Emilie Cappe
- Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, Boulogne-Billancourt, France.,Institut universitaire de France (IUF), Paris, France
| | - Jérôme Lichtlé
- Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, Boulogne-Billancourt, France
| | - Emilie Boujut
- Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, Boulogne-Billancourt, France
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Petit MP, Véronneau MH, Mathys C. Predicting change in high school motivation profiles: the role of parenting practices. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03933-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [PMCID: PMC9546755 DOI: 10.1007/s10212-022-00635-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Students’ adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on self-determination theory (SDT), we investigated whether changes in teachers’ motivating style and students’ associated need-based experiences could explain the motivational decline documented in the literature. A total of 472 Israeli seventh and eighth graders (in their first and second years of middle school) completed questionnaires at the beginning and end of the school year. Students reported their perceptions of their teachers’ (de)motivating styles (i.e., autonomy support, structure, control, and chaos), the extent to which their psychological needs were satisfied or frustrated, and their motivation to study. There was a significant decrease from the beginning to the end of the school year in 7th- and 8th-grade students’ perceptions of autonomy support and structure provided by their teachers, students' autonomous motivation, and their experienced need satisfaction. There was a significant increase from the beginning to the end of the school year in 7th and 8th graders’ perception of their teacher as chaotic and the students’ experience of need frustration, controlled motivation, and amotivation. A growth curve multilevel model (GCMLM) indicated that the perceived changes in teachers’ motivating and demotivating styles, together with the changes in the students' reported need-based experiences from the beginning to the end of the year, could account for these changes in students’ motivation. Teachers should develop and maintain a need-nurturing environment to prevent a drop in student motivation.
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Raufelder D, Hoferichter F, Hirvonen R, Kiuru N. How students’ motivational profiles change during the transition from primary to lower secondary school. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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9
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Erentaitė R, Vosylis R, Raižienė S, Simonaitienė B, Augustinienė A, Branje S. Profiles of achievement goal orientations among adolescents with different SES background before and during the Covid-19 pandemic. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1080/17405629.2022.2122435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Affiliation(s)
- Rasa Erentaitė
- Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas, Lithuania
| | - Rimantas Vosylis
- Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas, Lithuania
- Institute of Psychology, Mykolas Romeris University, Vilnius, Lithuania
| | - Saulė Raižienė
- Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas, Lithuania
- Institute of Psychology, Vilnius University, Vilnius, Lithuania
| | - Berita Simonaitienė
- Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas, Lithuania
| | - Aldona Augustinienė
- Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas, Lithuania
| | - Susan Branje
- Department of Education & Pedagogy, Utrecht University, CS Utrecht, The Netherlands
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10
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Motivational mindsets, mindset churn and academic performance: The role of a goal-setting intervention and purpose in life. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03462-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
AbstractThe motivational mindset model (MMM) is a new student-centered, multidimensional perspective on motivation in higher education and aims to better explain differences in wellbeing, study success and intervention effectiveness. The four types of mindsets within the model (high-impact, low-impact, social-impact, and self-impact) have proven to differ in two important dimensions of wellbeing and predictors of study success, namely a sense of purpose in life and study engagement. The present study expands the MMM by (1) examining the relationship between the mindsets and academic performance, (2) observing the mindset churn in the first year, and (3) exploring the role of the mindsets in the effectiveness of an online, narrative goal-setting intervention. To this end, the mindset of 748 first-year university students was measured at the beginning and the end of the first academic year. Results show that the mindset churn was considerable: on average 58% of the students had changed their mindset at follow-up. Results further show that students with a low-impact mindset at follow-up were more likely to drop out of the first year compared to the other three mindsets. Finally, a group of low-impact mindset students show an increased sense of purpose after participating in the goal-setting intervention and moved to a social-impact mindset during the year. This pattern provides preliminary support that the goal-setting intervention is a purpose-fostering intervention for students entering higher education with a low-impact mindset. A potential working mechanism of the goal-setting intervention is discussed as well as implications and directions for future research.
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11
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Schweder S, Raufelder D. Adolescents' expectancy–value profiles in school context: The impact of self‐directed learning intervals. J Adolesc 2022; 94:569-586. [DOI: 10.1002/jad.12047] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 03/28/2022] [Indexed: 11/11/2022]
Affiliation(s)
- Sabine Schweder
- Department of School Pedagogy University Greifswald Greifswald Germany
| | - Diana Raufelder
- Department of School Pedagogy University Greifswald Greifswald Germany
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12
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Taub M, Banzon AM, Zhang T, Chen Z. Tracking Changes in Students' Online Self-Regulated Learning Behaviors and Achievement Goals Using Trace Clustering and Process Mining. Front Psychol 2022; 13:813514. [PMID: 35369254 PMCID: PMC8968150 DOI: 10.3389/fpsyg.2022.813514] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Accepted: 02/22/2022] [Indexed: 11/13/2022] Open
Abstract
Success in online and blended courses requires engaging in self-regulated learning (SRL), especially for challenging STEM disciplines, such as physics. This involves students planning how they will navigate course assignments and activities, setting goals for completion, monitoring their progress and content understanding, and reflecting on how they completed each assignment. Based on Winne & Hadwin’s COPES model, SRL is a series of events that temporally unfold during learning, impacted by changing internal and external factors, such as goal orientation and content difficulty. Thus, as goal orientation and content difficulty change throughout a course, so might students’ use of SRL processes. This paper studies how students’ SRL behavior and achievement goal orientation change over time in a large (N = 250) college introductory level physics course taught online. Students’ achievement goal orientation was measured by repeated administration of the achievement goals questionnaire-revised (AGQ-R). Students’ SRL behavior was measured by analyzing their clickstream event traces interacting with online learning modules via a combination of trace clustering and process mining. Event traces were first divided into groups similar in nature using agglomerative clustering, with similarity between traces determined based on a set of derived characteristics most reflective of students’ SRL processes. We then generated causal nets for each cluster of traces via process mining and interpreted the underlying behavior and strategy of each causal net according to the COPES SRL framework. We then measured the frequency at which students adopted each causal net and assessed whether the adoption of different causal nets was associated with responses to the AGQ-R. By repeating the analysis for three sets of online learning modules assigned at the beginning, middle, and end of the semester, we examined how the frequency of each causal net changed over time, and how the change correlated with changes to the AGQ-R responses. Results have implications for measuring the temporal nature of SRL during online learning, as well as the factors impacting the use of SRL processes in an online physics course. Results also provide guidance for developing online instructional materials that foster effective SRL for students with different motivational profiles.
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Affiliation(s)
- Michelle Taub
- Department of Learning Sciences and Educational Research, University of Central Florida, Orlando, FL, United States
| | - Allison M Banzon
- Department of Learning Sciences and Educational Research, University of Central Florida, Orlando, FL, United States
| | - Tom Zhang
- Department of Physics, University of Central Florida, Orlando, FL, United States
| | - Zhongzhou Chen
- Department of Physics, University of Central Florida, Orlando, FL, United States
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Maksniemi E, Hietajärvi L, Ketonen EE, Lonka K, Puukko K, Salmela‐Aro K. Intraindividual associations between active social media use, exhaustion, and bedtime vary according to age—A longitudinal study across adolescence. J Adolesc 2022; 94:401-414. [DOI: 10.1002/jad.12033] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Accepted: 02/11/2022] [Indexed: 01/12/2023]
Affiliation(s)
- Erika Maksniemi
- Faculty of Educational Sciences University of Helsinki Helsinki Finland
| | - Lauri Hietajärvi
- Faculty of Educational Sciences University of Helsinki Helsinki Finland
| | - Elina E. Ketonen
- Faculty of Educational Sciences University of Helsinki Helsinki Finland
| | - Kirsti Lonka
- Faculty of Educational Sciences University of Helsinki Helsinki Finland
- Optentia Research Focus Area North‐West University Potchefstroom South Africa
| | - Kati Puukko
- Faculty of Educational Sciences University of Helsinki Helsinki Finland
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14
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Continuity and change of achievement goals in advanced learning context. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102086] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Wang H, Xu M, Xie X, Dong Y, Wang W. Relationships Between Achievement Goal Orientations, Learning Engagement, and Academic Adjustment in Freshmen: Variable-Centered and Person-Centered Approaches. Front Psychol 2021; 12:767886. [PMID: 34803850 PMCID: PMC8596568 DOI: 10.3389/fpsyg.2021.767886] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 10/14/2021] [Indexed: 11/13/2022] Open
Abstract
Academic adjustment is a principal determining factor of undergraduate students' academic achievement and success. However, studies pay little attention to freshmen's antecedent variables of academic adjustment. This study aimed to examine the mechanisms underlying the relationship between achievement goal orientations and academic adjustment in freshmen using variable- and person-centered approaches. A sample of 578 freshmen (aged 18.29±1.04years, 58.5% female) completed questionnaires on achievement goal orientations, learning engagement, and academic adjustment. Latent profile analysis of achievement goal orientations revealed four groups: low-motivation (11.1%), approach-oriented (9.5%), average (52.8%), and multiple (26.6%). In the mediating analysis, results of the variable-centered approach showed that learning engagement mediated the effects of the mastery-approach and performance-avoidance goals on academic adjustment. For the person-centered approach, we selected the average type as the reference profile, and the analysis revealed that compared with the reference profile, learning engagement partially mediated the link between the approach-oriented profile and academic adjustment. The current study highlights the important role that achievement goal orientations and learning engagement play in academic adjustment. We discuss the implications and limitations of the findings.
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Li QL, Zhao JY, Tian J, Sun T, Zhao CX, Guo HC, Zhu LY, Gao R, Yang LB, Cao DP, Zhang SE. The Association Among Achievement Goal Orientations, Academic Performance, and Academic Well-Being Among Chinese Medical Students: A Cross-Sectional Study. Front Psychol 2021; 12:694019. [PMID: 34408710 PMCID: PMC8365171 DOI: 10.3389/fpsyg.2021.694019] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Accepted: 07/12/2021] [Indexed: 11/13/2022] Open
Abstract
Learning motivation is a significant factor that ensures quality in medical education, and might affect the academic performance and well-being of medical students. This study aimed to explore the status of achievement goal orientations among medical students in China and to further identify the association among academic performance, academic well-being, and achievement goal orientations. Data were collected through a cross-sectional, anonymous survey conducted with 3,511 respondents (effective response rate = 81.7%), from four medical universities in China, and demographic factors, achievement goal orientations, academic performance, and academic well-being were assessed. The average score of achievement goal orientations of Chinese medical students suggested a difference in demographic factors, including sex, year of study, experience of leadership cadre, and family income. Both mastery and performance-avoidance goals were associated with academic performance, subjective academic stress, subjective learning adaptability, subjective sleep quality, and subjective well-being. Performance-approach goals were related to academic performance, subjective academic stress, and subjective learning adaptability. The achievement goal orientations of the medical students in this study were at a middle level. The findings emphasize the importance of mastery goals for promoting the academic performance and well-being of medical students. More care and attention toward achievement goal orientations can be beneficial for the improvement of the academic performance and well-being among medical students.
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Affiliation(s)
- Qing-lin Li
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Ji-yang Zhao
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Jing Tian
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Tao Sun
- Department of Health Management to School of Medicine, Hang Zhou Normal University, Hangzhou, China
| | - Chen-xi Zhao
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Hai-chen Guo
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Li-yan Zhu
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Rui Gao
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Li-bin Yang
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - De-pin Cao
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
| | - Shu-e Zhang
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, China
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Malau-Aduli BS, Adu MD, Alele F, Jones K, Drovandi A, Mylrea M, Sfera K, Ross S, Jennings E. Adjusting to university: Perceptions of first-year health professions students. PLoS One 2021; 16:e0251634. [PMID: 34032808 PMCID: PMC8148327 DOI: 10.1371/journal.pone.0251634] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 04/29/2021] [Indexed: 11/24/2022] Open
Abstract
Background The transition experience into university can be challenging for health profession students as they are required to rapidly learn diverse and adaptable problem solving skills and advanced reflective thinking processes which are necessary to address complex patient-care problems, particularly in the face of uncertainty within a dynamic and rapidly evolving learning environment. Methods A mixed-methods study was conducted to identify factors influencing this transition for first-year medical, dental, and pharmacy students at a regional Australian university. The Student Adaption to College Questionnaire (SACQ) examined participants’ levels of adjustment to university, while Schlossberg’s 4 S transition model was utilised in a framework analysis of the focus group and interview responses. Results Complete survey responses were obtained from 198 students, 17 of whom also participated in focus group discussions or interviews. Mean adjustment ratings obtained from the SACQ responses were academic (6.09 ± 1.3) personal-emotional (5.53 ± 1.55), social (6.30 ± 1.38), and institutional attachment (6.96 ± 1.6). These results indicate that the personal and emotional aspects of this transition were more challenging for the students. Analysis of the qualitative data revealed that generally, for these highly motivated health-professions students, dropping out of university was not an option and this had a positive influence on their ability to adjust to their new learning environment. Nonetheless, the transition involved role change; school-leavers were excited about their newly found independence, while for mature-aged students, returning to university allowed them to pursue their lifelong dreams. Adjustment was more challenging for international, mature-aged and female students, with personal and social factors influencing the transition for each of these demographic groups. Conclusions To facilitate smooth transition into university, tertiary education institutions must consider tailored on-going support strategies that promote social interaction among students with varied backgrounds and personal characteristics.
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Affiliation(s)
- Bunmi S. Malau-Aduli
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
- * E-mail:
| | - Mary D. Adu
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Faith Alele
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Karina Jones
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Aaron Drovandi
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Martina Mylrea
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Kornelija Sfera
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Simone Ross
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Ernest Jennings
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
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18
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The prospective role of epistemic curiosity in national standardized test performance. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102008] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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19
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Wang J, Chen C, Gong X. The impact of family socioeconomic status and parenting styles on children's academic trajectories: A longitudinal study comparing migrant and urban children in China. New Dir Child Adolesc Dev 2021; 2021:81-102. [DOI: 10.1002/cad.20394] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Affiliation(s)
- Jun Wang
- Department of Recreation, Park, and Tourism Sciences Texas A&M University College Station Texas USA
| | - Chen Chen
- School of Psychology, Research Institute of Moral Education Nanjing Normal University Nanjing China
| | - Xinmei Gong
- School of Psychology Nanjing Normal University Nanjing China
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20
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Tuominen H, Juntunen H, Niemivirta M. Striving for Success but at What Cost? Subject-Specific Achievement Goal Orientation Profiles, Perceived Cost, and Academic Well-Being. Front Psychol 2020; 11:557445. [PMID: 33117226 PMCID: PMC7550833 DOI: 10.3389/fpsyg.2020.557445] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Accepted: 08/28/2020] [Indexed: 11/29/2022] Open
Abstract
Most studies utilizing a person-oriented approach to investigating students’ achievement goal orientation profiles have been domain-general or focused on a single domain (usually mathematics), thus excluding the possibility of identifying distinct subject-specific motivational profiles. In this study, we looked into this by examining upper secondary school students’ subject-specific achievement goal orientation profiles simultaneously in mathematics and English. As distinct profiles might contribute to how students invest time and effort in studying, we also examined differences in perceived subject-specific cost (i.e., effort required, emotional cost, opportunity cost) among students with different profiles and how this was linked with students’ more general academic well-being (i.e., school engagement, burnout). The 434 Finnish general upper secondary school students participating in the study were classified based on their achievement goal orientations in the two subjects using latent profile analysis, and the predictions of the latent profile on distal outcomes (i.e., measures of cost and academic well-being) were examined within the mixture model. Five divergent achievement goal orientation profiles were identified: indifferent (29%), success-oriented (26%), mastery-oriented (25%), English-oriented, math-avoidant (14%), and avoidance-oriented (6%). The English-oriented, math-avoidant students showed the most distinct domain-specificity in their profile but, in general, profiles indicated more cross-domain generality than specificity. Overall, mastery-oriented students showed the most adaptive academic well-being, while avoidance-oriented students were the least engaged. Success-oriented students were characterized by high multiple goals in both subjects, elevated costs, and high scores on both positive (engagement) and negative (burnout) well-being indicators. The English-oriented, math-avoidant students perceived studying math as costly. The findings suggest that addressing students’ achievement motivation in different subjects may be useful for recognizing factors endangering or fostering student learning and well-being.
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Affiliation(s)
- Heta Tuominen
- Turku Institute for Advanced Studies & Department of Teacher Education, University of Turku, Turku, Finland.,Department of Education, University of Helsinki, Helsinki, Finland
| | | | - Markku Niemivirta
- School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland.,Department of Education, University of Helsinki, Helsinki, Finland
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21
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The Relationship between Children’s Aspiration Profiles and Self-Efficacy, Life Satisfaction, and Academic Achievement. SOCIAL SCIENCES 2020. [DOI: 10.3390/socsci9050077] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Limited research in the psychology literature has addressed the specifics of children’s future orientations. Using a thematic approach, the present study investigates children’s personal aspirations for their adult lives via a questionnaire that addressed (1) the types of aspiration profiles present in a sample of 456 Italian students aged 8–13 and balanced for gender, and (2) how these profiles differ according to demographics, the number of aspirations, academic and social self-efficacy, life satisfaction, and academic achievement. Using cluster analysis, three aspiration profiles emerged, which include individualistic (focused on the possible future self), independent (concentrated on one’s own future family and independence), and social (focused on future friends and the family of origin). The independent profile demonstrated better overall psychological and academic adjustment than did the other two profiles. The article discusses the results of the study using the framework of self-determination theory in the context of Italian society.
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