Income Inequality Weakens the Benefits of Mastery-Approach Goals in Academic Achievement

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

Abstract

Background. Mastery-approach goals are positively linked to academic achievement, but their effectiveness may depend on different levels of income inequality, specifically national- and school-level income inequality.
Aims. This study aims to explore whether the association between mastery-approach goals and academic achievement is moderated by national- and school-level income inequality.
Methods. Using data from 273,269 students across 10,785 schools in 33 OECD countries, this study examined whether national- and school-level income inequality moderates the relationship between mastery-approach goals and achievement in mathematics, reading, and science.
Results. Three-level hierarchical linear models revealed that both national- and school-level income inequality significantly weakened the benefits of mastery-approach goals in academic achievement. In more unequal settings, mastery-approach goals may be less effective.

Authors

• Yikang Chen, Chinese University of Hong Kong

• Ronnel B. King, Chinese University of Hong Kong

• Andrew J. Elliot, University of Rochester