Adolescent Achievement Goal Development: Differential Time-Varying Effects of Perceived TARGET Dimensions in Classrooms

• In Event: AERA Poster Session Sunday 7:45 am
  In Poster Session: Belief Systems at Work: Mindset and Achievement Goal Research

Abstract

We aimed to investigate the differential predictive roles of specific TARGET—task design, autonomy support, recognition of achievement, student grouping, and evaluation—dimensions on adolescent achievement goal development. Data from 7,200 6th graders’ achievement goals, perceived TARGET, and academic achievement were analyzed using a large-scale four-year longitudinal dataset. Latent growth modeling with TARGET as time-varying predictors revealed significant declines in all four achievement goals. Regarding the differential TARGET effects, task, autonomy, and grouping were more consistent and stronger predictors of mastery goals than performance goals, while evaluation was a stronger predictor of performance goals than mastery goals. Recognition played a significant predictive role in all achievement goal pursuit. Intercepts and slopes of all four achievement goals positively predicted academic achievement.

Authors

• Minhye Lee, Daegu National University of Education

• Dajung Diane Shin, Kyungnam University