Adolescent Academic, Social and Future Achievement Goal Orientations: Implications for Achievement by Gender and Parental Education

Y

20

Adolescents; Grade 9; Secondary School Students; Student Motivation; Achievement Need; Academic Achievement; Goal Orientation; Long Range Planning; Mastery Learning; Gender Differences; Parent Background; Educational Attainment; Socioeconomic Status; Social Responsibility; Foreign Countries

10.1080/00313831.2020.1755360

0031-3831

Research on social aspects of academic motivation is scarce. Based on two nationally representative cohorts within the Swedish longitudinal ETF-project, the study examined (a) relationships between academic mastery/performance, social and future achievement goal orientations in the Swedish grade 9 compulsory school (2008/2014); (b) their implications for academic achievement; (c) interaction effects by gender and parental education. Social responsibility exerts the strongest effect on achievement; independently and combined. Girls strive for these goals more often than boys. All orientations are important for achievement; and for disadvantaged students in particular. The findings are important for interventions on enhancing motivation and reducing achievement gaps between student groups.

As Provided

2021

EJ1306170