A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Tavoiteorientaatiot, koulutustavoitteet ja koulumenestys kuudennella luokalla
Tekijät: Varonen A, Tuominen H, Hietajärvi L, Salmela-Aro K, Hakkarainen K, Lonka K
Kustantaja: Suomen psykologinen seura
Julkaisuvuosi: 2018
Lehti: Psykologia
Tietokannassa oleva lehden nimi: Psykologia
Vuosikerta: 53
Numero: 2-3
ISSN: 0355-1067
Verkko-osoite: https://researchportal.helsinki.fi/en/publications/05f04627-ccc2-4a48-b691-6b95b729028b
Tiivistelmä
We examined what kinds of achievement goal orientation profiles can be identified among sixth-graders (N=761) and how students with different profiles differ with respect to their education-related personal goals, goal appraisals (i.e., commitment, effort, progress, and stress), and academic achievement. By utilizing a person-oriented approach and K-means cluster analysis, groups of students with different motivational profiles were identified. The open-ended answers concerning personal goals were categorized by means of qualitative content analysis. Group differences in education-related goals, goal appraisals, and academic achievement were examined by means of cross-tabulations and analyses of variance. Four achievement goal orientation profiles were identified: performance-avoidance-oriented (30%), mastery-oriented (25%), success-oriented (22%) and avoidance-oriented (23%). Mastery- and success-oriented students reported the highest academic achievement, and commitment and effort related to their educational goals. Performance-avoidance- and success-oriented students appraised their goals as more stressful than mastery-oriented students. The results indicate that there are differently motivated sixth-graders who also differ with respect to their goal appraisals. Mastery- and success-oriented students have positive goal appraisals, but strong performance-focus seem to entail also goal-related stress.
We examined what kinds of achievement goal orientation profiles can be identified among sixth-graders (N=761) and how students with different profiles differ with respect to their education-related personal goals, goal appraisals (i.e., commitment, effort, progress, and stress), and academic achievement. By utilizing a person-oriented approach and K-means cluster analysis, groups of students with different motivational profiles were identified. The open-ended answers concerning personal goals were categorized by means of qualitative content analysis. Group differences in education-related goals, goal appraisals, and academic achievement were examined by means of cross-tabulations and analyses of variance. Four achievement goal orientation profiles were identified: performance-avoidance-oriented (30%), mastery-oriented (25%), success-oriented (22%) and avoidance-oriented (23%). Mastery- and success-oriented students reported the highest academic achievement, and commitment and effort related to their educational goals. Performance-avoidance- and success-oriented students appraised their goals as more stressful than mastery-oriented students. The results indicate that there are differently motivated sixth-graders who also differ with respect to their goal appraisals. Mastery- and success-oriented students have positive goal appraisals, but strong performance-focus seem to entail also goal-related stress.
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