How Ability Grouping and Gender Alter the Relationship Between Achievement Goals, Self-Efficacy, and Academic Outcomes (Poster 5)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Explorations in Student Motivation, Self-Efficacy, and Educational Outcomes

Abstract

We investigated whether and how students’ achievement goals and self-efficacy predict their academic stress and achievement differently depending on gender, participation in between-class ability grouping, and level of ability groups in math and English. We analyzed the responses of 6,706 ninth graders in the Korean Educational Longitudinal Study (KELS) 2013. Mastery goals remained adaptive for students' achievement in ability grouping classrooms, but endorsing high mastery goals in low-ability groups increased students' academic stress. Similarly, students who reported higher confidence in math were more stressed in low-ability groups. Significant gender differences were observed in math. Boys with strong performance goals demonstrated lower math achievement in high-ability groups, while those with strong math self-efficacy experienced higher academic stress in low-ability groups.

Authors

• Suyeon Gena Kim, Korea University - Brain and Motivation Research Institute

• Jimin Suh, Korea University - Brain and Motivation Research Institute

• Dajung Diane Shin, Kyungnam University

• Mimi Bong, Korea University