Short-Term and Long-Term Trajectories of Science College Students' Achievement Goals: Development and Outcomes

• In Event: 66.071 - Postsecondary Achievement and Dropout: Explorations and Interventions From Multiple Theoretical Perspectives

Abstract

Given the importance of college as a key time of transition to adulthood and motivational development, two studies examined undergraduates’ achievement goal trajectories in science over short-term (one semester; n = 1,669) and long-term (four years; n = 1,767) periods, and the relation of these trajectories to course grades and major choice in STEM. Substantial similarities in the trajectories of achievement goals and their relations to outcomes were found between the short-term and long-term growth models. In both models, mastery goals declined, whereas performance goals increased, with the exception that performance-avoidance goals were stable over four years of college. Results also showed clear benefits of endorsing mastery-approach goals even for course grades across short- and long-term periods, supporting mastery-goal perspective.

Authors

• You-kyung Lee, Sookmyung Women's University

• Kristy A. Robinson, Michigan State University

• Lisa Linnenbrink-Garcia, Michigan State University

• Tony Perez, Old Dominion University