School Socio-Economic Status and Student Socio-Academic Achievement Goals in Upper Secondary Contexts

Autor/inn/en	Berger, Nathan; Archer, Jennifer
Titel	School Socio-Economic Status and Student Socio-Academic Achievement Goals in Upper Secondary Contexts
Quelle	In: Social Psychology of Education: An International Journal, 19 (2016) 1, S.175-194 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-015-9324-8
Schlagwörter	Secondary School Students; Socioeconomic Status; Academic Achievement; Goal Orientation; Mastery Learning; Social Development; Student Motivation; Performance Factors + Suchen Sie Ihr Suchwort? Sekundarschüler; Socio-economic status; Sozioökonomischer Status; Schulleistung; Zielorientierung; Zielvorstellung; Soziale Entwicklung; Schulische Motivation; Leistungsindikator
Abstract	In recent years motivational researchers have spent considerable time examining race/ethnicity and gender differences in academic and social achievement goals, but little time examining the influence of socioeconomic status (SES). This lack of attention is surprising given that both student motivation and SES have been shown to predict academic attainment. This study surveyed the academic and social achievement goal orientations of 16-17 year old students (n = 130) attending two schools with markedly different socioeconomic profiles. Analyses showed significant differences between the schools on the academic achievement goal scales, with students at the low SES school less likely to endorse adaptive combinations of mastery and performance goals than their high SES counterparts. Students who did not expect to finish senior high school also endorsed social goals that may manifest as disruptive behaviours in the classroom. The findings suggest that SES may influence the adoption of academic achievement goals but not necessarily social achievement goals. Implications for theory and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01