Journalartikel

Jahr der Veröffentlichung: 2006

Seiten: 269-278

Zeitschrift: German Journal of Educational Psychology

Bandnummer: 20

Heftnummer: 4

ISSN: 1010-0652

eISSN: 1664-2910

DOI Link: https://doi.org/10.1024/1010-0652.20.4.269

Verlag: Hogrefe

Abstract: 
The present article analyses the subject-specific achievement goal profiles in mathematics of students from grade three to five with mixed Rasch models and examines their longitudinal development during these three years. The mixed Rasch analysis revealed two distinct classes of students: one with a primary focus on learning goals and another one with a primary focus on performance goals. A group of students with multiple goals could not be identified. Concerning the longitudinal development of students' goal orientations, the theoretical assumptions put forward by Nicholls (1984) had to be rejected. There was no significant change from a learning to a performance goal profile. Furthermore, the majority of the students showed low stability in their goal profile over time. The findings are discussed in the context of multiple goals and achievement goal profiles research.

Harvard-Zitierstil: Schwinger, M. and Wid, E. (2006) The development of goal Orientations in mathematics in 3rd to 5th graders, German Journal of Educational Psychology, 20(4), pp. 269-278. https://doi.org/10.1024/1010-0652.20.4.269

APA-Zitierstil: Schwinger, M., & Wid, E. (2006). The development of goal Orientations in mathematics in 3rd to 5th graders. German Journal of Educational Psychology. 20(4), 269-278. https://doi.org/10.1024/1010-0652.20.4.269