Achievement Goal Stability and Change in Advanced Learning Contexts (Poster 32)

• In Event: AERA Poster Session Sixteen
  In Poster Session: Current Research in Learning Environments

Abstract

In this session, we will report on a study investigating stability and change in achievement goals of academically advanced students who participated in summer classes. Performance-avoidance goals increased, and performance-approach goals decreased for the overall sample. The mean-level change in mastery goal was not significant. Further analysis at the individual level showed that, in fact, most students experienced changes in mastery goals, with similar number of students having an increase (37%) and a decrease (39%) over time. Students in classes where their performances were graded showed larger increase in performance-avoidance goals compared to students in classes without grades. Individual and contextual factors such as mindset, effort beliefs, autonomy support were also examined.

Authors

• Sakhavat Mammadov, University of Georgia
  Presenting Author

• Nancy B. Hertzog, University of Washington
  Presenting Author