A1 Refereed original research article in a scientific journal
Achievement goal orientations and academic well-being across the transition to upper secondary education
Authors: Tuominen-Soini H, Salmela-Aro K, Niemivirta M
Publisher: ELSEVIER SCIENCE BV
Publication year: 2012
Journal:: Learning and Individual Differences
Journal name in source: LEARNING AND INDIVIDUAL DIFFERENCES
Journal acronym: LEARN INDIVID DIFFER
Volume: 22
Issue: 3
First page : 290
Last page: 305
Number of pages: 16
ISSN: 1041-6080
DOI: https://doi.org/10.1016/j.lindif.2012.01.002
Abstract
The aim of this study was to examine students' (N = 579) achievement goal orientation profiles, the temporal stability of these profiles across the transition to upper secondary education, and profile differences in academic well-being (i.e., school value, school burnout, schoolwork engagement, satisfaction with educational choice). By means of latent profile analysis, four groups of students with distinct motivational profiles were identified: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Motivational profiles were relatively stable across the transition; half of the students displayed identical profiles over time and most of the changes in the group memberships were directed towards neighboring groups. Regarding group differences, indifferent and avoidance-oriented students showed less adaptive patterns of motivation and academic well-being than did mastery- and success-oriented students. Both mastery- and success-oriented students were highly engaged in studying and found their schoolwork meaningful, although success-oriented students' stronger concerns with performance seemed to make them more vulnerable to school burnout. (C) 2012 Elsevier Inc. All rights reserved.
The aim of this study was to examine students' (N = 579) achievement goal orientation profiles, the temporal stability of these profiles across the transition to upper secondary education, and profile differences in academic well-being (i.e., school value, school burnout, schoolwork engagement, satisfaction with educational choice). By means of latent profile analysis, four groups of students with distinct motivational profiles were identified: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Motivational profiles were relatively stable across the transition; half of the students displayed identical profiles over time and most of the changes in the group memberships were directed towards neighboring groups. Regarding group differences, indifferent and avoidance-oriented students showed less adaptive patterns of motivation and academic well-being than did mastery- and success-oriented students. Both mastery- and success-oriented students were highly engaged in studying and found their schoolwork meaningful, although success-oriented students' stronger concerns with performance seemed to make them more vulnerable to school burnout. (C) 2012 Elsevier Inc. All rights reserved.
UTU Research Portal