A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Achievement goal orientations and academic well-being across the transition to upper secondary education
Tekijät: Tuominen-Soini H, Salmela-Aro K, Niemivirta M
Kustantaja: ELSEVIER SCIENCE BV
Julkaisuvuosi: 2012
Lehti:: Learning and Individual Differences
Tietokannassa oleva lehden nimi: LEARNING AND INDIVIDUAL DIFFERENCES
Lehden akronyymi: LEARN INDIVID DIFFER
Vuosikerta: 22
Numero: 3
Aloitussivu: 290
Lopetussivu: 305
Sivujen määrä: 16
ISSN: 1041-6080
DOI: https://doi.org/10.1016/j.lindif.2012.01.002
Tiivistelmä
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.
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