Department of Sociology and Psychology, Central University of Finance and Economics, 100081, Beijing, China.
Department of Education and Psychology, Freie Universität Berlin, 14195, Berlin, Germany.
J Youth Adolesc. 2023 Oct;52(10):2078-2094. doi: 10.1007/s10964-023-01813-7. Epub 2023 Jul 22.
Achievement goals play an important role in activating and sustaining students' ongoing motivation, emotional well-being, and achievement attainment over time. However, little is known empirically about the sustained effects of achievement goal profiles on students' subsequent school achievement, especially for early adolescents during the educational transition. Based on 1764 German students (M = 10.47, SD = 0.56; 50.6% female) who participated in a 3-year longitudinal study from Grade 4 to Grade 6, the present research aimed to examine the role of students' achievement goal profiles in the final year of elementary school in predicting their school achievement one year and two years after the transition to secondary school. Results of regression models showed that endorsing a mastery-oriented profile (vs. a high multiple profile or a low mastery profile) at the end of elementary school predicted higher German grades one year and two years after the transition to secondary school even after controlling for their prior achievement and basic cognitive abilities. Moreover, the sustained beneficial effects of a mastery-oriented profile (vs. a low mastery profile) on students' achievement gains can be explained by their higher joy of learning. These results indicate that a mastery-oriented profile in elementary school can be considered an important personal factor that facilitates students' smooth sailing after the transition to secondary school.
成就目标在激发和维持学生的持续动机、情感幸福感以及随着时间的推移取得成就方面发挥着重要作用。然而，实证研究对于成就目标模式对学生后续学业成就的持续影响知之甚少，特别是对于教育过渡期的早期青少年。本研究基于 1764 名德国学生（M=10.47，SD=0.56；50.6%为女性）的 3 年纵向研究，从 4 年级到 6 年级，旨在探讨学生在小学最后一年的成就目标模式在预测他们在过渡到中学后的一年和两年的学业成就中的作用。回归模型的结果表明，在小学结束时采用掌握导向模式（相对于高多重模式或低掌握模式），即使在控制了他们先前的成就和基本认知能力之后，也能预测在过渡到中学后的一年和两年后的德国成绩更高。此外，掌握导向模式（相对于低掌握模式）对学生成绩提高的持续有益影响可以用他们更高的学习乐趣来解释。这些结果表明，小学阶段的掌握导向模式可以被视为促进学生顺利过渡到中学后的一个重要个人因素。
