A1 Refereed original research article in a scientific journal
Stability and change in achievement goal orientations: A person-centered approach
Authors: Tuominen-Soini H, Salmela-Aro K, Niemivirta M
Publisher: ACADEMIC PRESS INC ELSEVIER SCIENCE
Publication year: 2011
Journal: Contemporary Educational Psychology
Journal name in source: CONTEMPORARY EDUCATIONAL PSYCHOLOGY
Journal acronym: CONTEMP EDUC PSYCHOL
Volume: 36
Issue: 2
First page : 82
Last page: 100
Number of pages: 19
ISSN: 0361-476X
eISSN: 1090-2384
DOI: https://doi.org/10.1016/j.cedpsych.2010.08.002
Abstract
Two longitudinal studies used a person-centered approach to examine the stability and change in students' achievement goal orientations within a school year (i.e., during 9th grade; measurement period 4 months, N = 530) and between school years (i.e., across 11th and 12th grade; measurement period 12 months, N = 519). Distinct groups of students with different motivational profiles were extracted in both studies with considerable consistency in profiles across the two academic contexts (i.e., lower and upper secondary school). Four groups of students were identified in both studies: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Students' motivational profiles were substantially stable; about 60% of all students displayed a stable motivational profile over time. Furthermore, most changes in the group memberships were directed towards similar groups. Findings support the conception of achievement goal orientation as an enduring disposition that reflects students' generalized beliefs and tendencies to select certain goals and to favor certain outcomes. (C) 2010 Elsevier Inc. All rights reserved.
Two longitudinal studies used a person-centered approach to examine the stability and change in students' achievement goal orientations within a school year (i.e., during 9th grade; measurement period 4 months, N = 530) and between school years (i.e., across 11th and 12th grade; measurement period 12 months, N = 519). Distinct groups of students with different motivational profiles were extracted in both studies with considerable consistency in profiles across the two academic contexts (i.e., lower and upper secondary school). Four groups of students were identified in both studies: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Students' motivational profiles were substantially stable; about 60% of all students displayed a stable motivational profile over time. Furthermore, most changes in the group memberships were directed towards similar groups. Findings support the conception of achievement goal orientation as an enduring disposition that reflects students' generalized beliefs and tendencies to select certain goals and to favor certain outcomes. (C) 2010 Elsevier Inc. All rights reserved.
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