{"title":"成就目标概况及其与数学成绩、自我效能感、焦虑和教学质量的关系:一项单水平和多层混合研究","authors":"Melvin Chan, Gregory Arief D. Liem","doi":"10.1111/bjep.12620","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects.</p>\n </section>\n \n <section>\n \n <h3> Aims</h3>\n \n <p>This study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.e., gender, prior achievement) and correlates at the student-level (i.e., achievement, self-efficacy, anxiety) and class-level (instructional quality dimensions of classroom management, supportive climate, instructional clarity and cognitive activation).</p>\n </section>\n \n <section>\n \n <h3> Sample</h3>\n \n <p>Participants were 3836 Secondary-3 (Grade-9) students from 118 mathematics classes in Singapore.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Achievement goal profiles and their relationships with covariates and student-level correlates were examined with updated procedures of latent profile analysis. Subsequently, multilevel mixture analysis assessed the associations of student-level goal profiles and different class-level dimensions of instructional quality.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Four profiles were identified: <i>Average-All</i>, <i>Low-All</i>, <i>High-All</i> and <i>High-Approach</i>. These profiles differed across covariates and correlates, with <i>High-Approach</i> students associated with positive outcomes and <i>High-All</i> students with math anxiety. Cognitive activation and instructional clarity predicted stronger membership in <i>High-Approach</i> profile than <i>Average-All</i> and <i>Low-All</i>, but not <i>High-All</i>.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>Certain goal profile patterns were consistent with past studies and supported the fundamental separation of approach and avoidance goals. Less differentiating profiles were associated with undesirable educational outcomes. Instructional quality can be considered as an alternative framework for examining classroom climate effects of achievement goals.</p>\n </section>\n </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Achievement goal profiles and their associations with math achievement, self-efficacy, anxiety and instructional quality: A single and multilevel mixture study\",\"authors\":\"Melvin Chan, Gregory Arief D. Liem\",\"doi\":\"10.1111/bjep.12620\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Aims</h3>\\n \\n <p>This study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.e., gender, prior achievement) and correlates at the student-level (i.e., achievement, self-efficacy, anxiety) and class-level (instructional quality dimensions of classroom management, supportive climate, instructional clarity and cognitive activation).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Sample</h3>\\n \\n <p>Participants were 3836 Secondary-3 (Grade-9) students from 118 mathematics classes in Singapore.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>Achievement goal profiles and their relationships with covariates and student-level correlates were examined with updated procedures of latent profile analysis. Subsequently, multilevel mixture analysis assessed the associations of student-level goal profiles and different class-level dimensions of instructional quality.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Four profiles were identified: <i>Average-All</i>, <i>Low-All</i>, <i>High-All</i> and <i>High-Approach</i>. These profiles differed across covariates and correlates, with <i>High-Approach</i> students associated with positive outcomes and <i>High-All</i> students with math anxiety. Cognitive activation and instructional clarity predicted stronger membership in <i>High-Approach</i> profile than <i>Average-All</i> and <i>Low-All</i>, but not <i>High-All</i>.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>Certain goal profile patterns were consistent with past studies and supported the fundamental separation of approach and avoidance goals. Less differentiating profiles were associated with undesirable educational outcomes. Instructional quality can be considered as an alternative framework for examining classroom climate effects of achievement goals.</p>\\n </section>\\n </div>\",\"PeriodicalId\":51367,\"journal\":{\"name\":\"British Journal of Educational Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2023-06-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/bjep.12620\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/bjep.12620","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Achievement goal profiles and their associations with math achievement, self-efficacy, anxiety and instructional quality: A single and multilevel mixture study
Background
There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects.
Aims
This study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.e., gender, prior achievement) and correlates at the student-level (i.e., achievement, self-efficacy, anxiety) and class-level (instructional quality dimensions of classroom management, supportive climate, instructional clarity and cognitive activation).
Sample
Participants were 3836 Secondary-3 (Grade-9) students from 118 mathematics classes in Singapore.
Methods
Achievement goal profiles and their relationships with covariates and student-level correlates were examined with updated procedures of latent profile analysis. Subsequently, multilevel mixture analysis assessed the associations of student-level goal profiles and different class-level dimensions of instructional quality.
Results
Four profiles were identified: Average-All, Low-All, High-All and High-Approach. These profiles differed across covariates and correlates, with High-Approach students associated with positive outcomes and High-All students with math anxiety. Cognitive activation and instructional clarity predicted stronger membership in High-Approach profile than Average-All and Low-All, but not High-All.
Conclusion
Certain goal profile patterns were consistent with past studies and supported the fundamental separation of approach and avoidance goals. Less differentiating profiles were associated with undesirable educational outcomes. Instructional quality can be considered as an alternative framework for examining classroom climate effects of achievement goals.
期刊介绍:
The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education