Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, China.
Teaching and Learning Innovation Centre, The University of Hong Kong, Hong Kong, China.
Br J Educ Psychol. 2024 Jun;94(2):499-517. doi: 10.1111/bjep.12660. Epub 2024 Jan 19.
Socio-economic status is one of the most important factors shaping students' motivation and achievement but has seldom been explored in relation to achievement goals.
This study aimed to investigate whether mastery-approach goals explain the link between SES and key learning-related outcomes (mediation) and whether SES modifies the relationship between mastery-approach goals and these outcomes (moderation).
Data came from 595,444 students nested in 21,322 schools across 77 countries.
Data were analysed using multilevel-moderated mediation analyses.
We found significant mediation and moderation. In terms of mediation, mastery-approach goals mediated the association between family SES and learning-related outcomes. However, a different pattern emerged for school SES, as students in higher SES schools had lower mastery-approach goals. In terms of moderation, we found that family SES strengthened the association between mastery-approach goals and learning-related outcomes. However, the association between mastery-approach goals and learning-related outcomes was weaker in higher SES schools.
Theoretical and practical implications for the achievement goal approach to achievement motivation are discussed.
社会经济地位是影响学生动机和成就的最重要因素之一，但在与成就目标的关系方面却很少被探讨。
本研究旨在探讨掌握-趋近目标是否可以解释 SES 与关键学习相关成果之间的联系（中介作用），以及 SES 是否会改变掌握-趋近目标与这些成果之间的关系（调节作用）。
数据来自于 77 个国家的 21322 所学校的 595444 名学生。
使用多层次调节中介分析进行数据分析。
我们发现了显著的中介和调节作用。在中介作用方面，掌握-趋近目标中介了家庭 SES 与学习相关成果之间的关联。然而，对于学校 SES 则出现了不同的模式，因为来自 SES 较高学校的学生具有较低的掌握-趋近目标。在调节作用方面，我们发现家庭 SES 增强了掌握-趋近目标与学习相关成果之间的关联。然而，在 SES 较高的学校中，掌握-趋近目标与学习相关成果之间的关联较弱。
讨论了成就目标方法对成就动机的理论和实践意义。
