Academic Self-Concept and Performance Goals: Do Their Reciprocal Effects Depend on Student Achievement?

• In Event: Poster Session 9
  In Poster Session: Learning and Motivation in Education

Abstract

This study investigates the longitudinal relationship between mathematics academic self-concept, performance-approach goals, and performance-avoidance goals, a subject that has been largely overlooked in the educational research to date. Our sample comprised 721 students (51.52 % female) in grades 5 and 6 in the highest track of the German secondary school system. We used a two-wave, latent variable cross-lagged design. The results show reciprocal effects between academic self-concept and performance goals. To examine whether these findings hold true for students of different achievement levels, a multiple-group model was tested. For students of above- versus below-average achievement, the dynamics affecting academic self-concept and performance goals did not appear to differ. Implications of these findings for educational practice and future research are discussed.

Authors

• Christoph Niepel, University of Trier

• Franzis Preckel, University of Trier