Academic self-concept, achievement, and goal orientations in different learning environments

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-03-25 DOI:10.1007/s10212-024-00825-6

Olga Steinberg, Stefan Kulakow, Diana Raufelder

引用次数: 0

Abstract

Stage-Environment Fit Theory underlines the role of learning environments and their match with students’ needs as crucial for students’ motivation and learning. This study explores the mediation role of goal orientations in the interplay of academic self-concept and achievement in mathematics and verbal domains in student-directed and teacher-directed learning environments. The sample consists of 1153 adolescent students (M_{age t1} = 13.97; SD = 1.37, 49% girls) from Germany. Multi-group cross-lagged panel analyses confirm the Reciprocal Effects Model for the student-directed learning environment only, as reciprocal relation of academic self-concept and grades over time has been found. The extension of the Reciprocal Effects Model with goal orientations as mediators could not be confirmed for any learning environment.

Abstract Image

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

不同学习环境中的学业自我概念、成绩和目标取向

阶段-环境匹配理论强调，学习环境及其与学生需求的匹配对学生的学习动机和学习至关重要。本研究探讨了在学生主导型和教师主导型学习环境中，目标取向在数学和言语领域的学业自我概念与成绩的相互作用中的中介作用。样本包括来自德国的 1153 名青少年学生（Mage t1 = 13.97；SD = 1.37，49% 为女生）。多组跨滞后面板分析证实了 "互惠效应模型 "仅适用于学生主导的学习环境，因为随着时间的推移，学业自我概念和成绩之间存在互惠关系。以目标取向为中介的互惠效应模型的扩展在任何学习环境中都无法得到证实。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.