TY - JOUR
T1 - Groups holding multiple achievement goals in the math classroom
T2 - Profile stability and cognitive and affective outcomes
AU - Lo, Meng Ting
AU - Chen, Ssu Kuang
AU - Lin, Sunny S.J.
PY - 2017/7
Y1 - 2017/7
N2 - By using the 2 × 2 achievement goal framework, this study assessed the math achievement goal profiles of 488 Taiwanese students from Grades 7 to 8. In the first year, three math achievement goal profiles were identified using latent profile analysis: maladaptive, indifferent, and success-oriented. A slightly different profile, avoidant-but-adapting, was found in the second year in addition to the indifferent and success-oriented profiles. Success-oriented students showed the most adaptive pattern of motivation, with high approach orientations, while maladaptive students demonstrated less-adaptive learning characteristics, with high avoidance orientations. Avoidant-but-adapting students exhibited high scores for avoidance and mastery-approach orientations. The goal profiles were investigated with respect to stability and change over one year transition. Our study reflects mastery-avoidance goal's unique contribution to the classification of students and its' influences on educational and psychological outcomes and provides insights into the 2 × 2 model of achievement goal orientations.
AB - By using the 2 × 2 achievement goal framework, this study assessed the math achievement goal profiles of 488 Taiwanese students from Grades 7 to 8. In the first year, three math achievement goal profiles were identified using latent profile analysis: maladaptive, indifferent, and success-oriented. A slightly different profile, avoidant-but-adapting, was found in the second year in addition to the indifferent and success-oriented profiles. Success-oriented students showed the most adaptive pattern of motivation, with high approach orientations, while maladaptive students demonstrated less-adaptive learning characteristics, with high avoidance orientations. Avoidant-but-adapting students exhibited high scores for avoidance and mastery-approach orientations. The goal profiles were investigated with respect to stability and change over one year transition. Our study reflects mastery-avoidance goal's unique contribution to the classification of students and its' influences on educational and psychological outcomes and provides insights into the 2 × 2 model of achievement goal orientations.
KW - Achievement goal profiles
KW - Multiple goals
KW - Person-centered approach
KW - Secondary students
KW - Stability and change
UR - http://www.scopus.com/inward/record.url?scp=85021115344&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2017.06.001
DO - 10.1016/j.lindif.2017.06.001
M3 - Article
AN - SCOPUS:85021115344
SN - 1041-6080
VL - 57
SP - 65
EP - 76
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -