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The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School

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Abstract

Achievement goals play an important role in activating and sustaining students’ ongoing motivation, emotional well-being, and achievement attainment over time. However, little is known empirically about the sustained effects of achievement goal profiles on students’ subsequent school achievement, especially for early adolescents during the educational transition. Based on 1764 German students (Mage = 10.47, SD = 0.56; 50.6% female) who participated in a 3-year longitudinal study from Grade 4 to Grade 6, the present research aimed to examine the role of students’ achievement goal profiles in the final year of elementary school in predicting their school achievement one year and two years after the transition to secondary school. Results of regression models showed that endorsing a mastery-oriented profile (vs. a high multiple profile or a low mastery profile) at the end of elementary school predicted higher German grades one year and two years after the transition to secondary school even after controlling for their prior achievement and basic cognitive abilities. Moreover, the sustained beneficial effects of a mastery-oriented profile (vs. a low mastery profile) on students’ achievement gains can be explained by their higher joy of learning. These results indicate that a mastery-oriented profile in elementary school can be considered an important personal factor that facilitates students’ smooth sailing after the transition to secondary school.

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Notes

  1. In order to highlight the most dominant characteristic of this latent class profile, the class was labeled as “low mastery profile”. However, this profile is substantially the same as profiles in other studies with the label such as low motivation (Wilson et al., 2016), low multiple goals (Valle et al., 2015), low all goals (Wormington & Linnenbrink-Gracia, 2017), and amotivated (Poulin et al., 2010).

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Acknowledgements

The authors express sincere gratitude to Professor Levesque and three anonymous reviewers for their valuable and insightful comments.

Authors’ Contributions

Y.Z. conceived of the present study questions, interpreted the data, performed statistical analysis, drafted and revised the manuscript; R.W. participated in the design and data collection of the study, conceived of the present study questions, provided critical review of the manuscript; A.D. helped in conceiving of the study, critically reviewing the manuscript. All authors edited, reviewed, and approved the final manuscript.

Data Sharing and Declaration

The datasets generated and/or analyzed during the current study are not publicly available but are available from the corresponding author on reasonable request.

Funding

This work was supported by the Humanities and Social Sciences Youth Foundation of Ministry of Education of China (Grant No. 22YJC880114) and Program for Innovation Research in Central University of Finance and Economics.

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Authors and Affiliations

  1. Department of Sociology and Psychology, Central University of Finance and Economics, 100081, Beijing, China

    Ying Zhang

  2. Department of Education and Psychology, Freie Universität Berlin, 14195, Berlin, Germany

    Rainer Watermann

  3. Department of Education and Rehabilitation, Ludwig-Maximilians-Universität München, 80802, Munich, Germany

    Annabell Daniel

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Correspondence to Ying Zhang.

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The first wave of the study (T1) was part of TIMSS 2006, which was conducted according to the standards of the International Association for the Evaluation of Educational Achievement (IEA). The implementation of the postal surveys (T2-T4) has been approved by the data protection officers of the 13 federal states in Germany, which were included.

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Appendix

Appendix

Table 5

Table 5 Achievement goal items
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Table 6

Table 6 Descriptive statistics and correlations of all variables considered in the present study
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Zhang, Y., Watermann, R. & Daniel, A. The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School. J. Youth Adolescence 52, 2078–2094 (2023). https://doi.org/10.1007/s10964-023-01813-7

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