Journal ArticleDOI
Achievement goal orientations and academic well-being across the transition to upper secondary education.
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This article examined students' achievement goal orientation profiles, the temporal stability of these profiles across the transition to upper secondary education, and profile differences in academic well-being (i.e., school value, school burnout, schoolwork engagement, satisfaction with educational choice).About:
This article is published in Learning and Individual Differences.The article was published on 2012-06-01. It has received 233 citations till now. The article focuses on the topics: Academic achievement & Goal orientation.read more
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Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes.
TL;DR: It is demonstrated that adolescence is not a uniform time for either school engagement and well-being or disengagement and distress, as shown in the results on broadband stability from adolescence to young adulthood.
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Entrepreneurship as a twenty-first century skill: Entrepreneurial alertness and intention in the transition to adulthood
TL;DR: In this article, the authors studied the role of personality characteristics and age-appropriate entrepreneurial competencies (leadership, self-esteem, creativity, and proactivity motivation) in the prediction of entrepreneurial alertness and career intention.
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A New Look at Multiple Goal Pursuit: the Promise of a Person-Centered Approach
TL;DR: In this paper, the authors reviewed and synthesized studies employing a person-centered approach to studying achievement goals and developed a common labeling scheme for goal profiles, which were identified across studies and compared via meta-analytic techniques.
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Increasing Students’ Awareness of Their Behavior in Online Learning Environments with Visualizations and Achievement Badges
TL;DR: It is shown that increasing students' awareness of their behavior can have a positive impact on their study practices and results, however, the same type of feedback may not suit all students because of individual differences.
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Performance-approach goal effects depend on how they are defined: Meta-analytic evidence from multiple educational outcomes.
Corwin Senko,Blair Dawson +1 more
TL;DR: A meta-analysis by Hulleman et al. as discussed by the authors showed that students' academic achievement was negatively predicted by performance-approach goals that focus on appearing talented, but positively predicted by the performanceapproach goal that focuses on outperforming peers.
References
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Journal ArticleDOI
Comparative fit indexes in structural models
TL;DR: A new coefficient is proposed to summarize the relative reduction in the noncentrality parameters of two nested models and two estimators of the coefficient yield new normed (CFI) and nonnormed (FI) fit indexes.
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Fit indices in covariance structure modeling : Sensitivity to underparameterized model misspecification
Li-tze Hu,Peter M. Bentler +1 more
TL;DR: In this article, the sensitivity of maximum likelihood (ML), generalized least squares (GLS), and asymptotic distribution-free (ADF)-based fit indices to model misspecification, under conditions that varied sample size and distribution.
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Structural Model Evaluation and Modification: An Interval Estimation Approach.
TL;DR: Dans les differentes procedures existantes pour l'evaluation and the modifications sequentielles des modeles structuraux, l'auteur s'attache a discuter celle connue sous le terme PMM.
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Motivational processes affecting learning.
TL;DR: In this article, Dweck describes adaptive and maladaptive motivational patterns and presents a research-based model of motivational processes and argues that this approach has important implications for practice and the design of interventions to change maladaptative motivational processes, and observes that empirically based interventions may prevent current achievement discrepancies.
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Classrooms: Goals, structures, and student motivation.
TL;DR: In this paper, the authors examine the classroom learning environment in relation to achievement goal theory of motivation and argue for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other.