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Noruega
There is considerable variability in young students’ development of academic achievement. Differences in the tendency to be motivated by rewarding stimuli through the behavioral activation system or to avoid aversive stimuli through the behavioral inhibition system may affect trajectories of academic performance (AP). Second-order growth mixture modeling was used to explore latent classes of trajectories of AP among elementary school students (N = 2,147) from fourth through seventh grade. Students’ approach and avoidance sensitivity were added as predictors and assessed using multinomial regression. AP was assessed using teacher-rated academic indicators on Norwegian, Mathematics, English, and Social Science. Avoidance sensitivity was measured using Carver and White’s (1994) Behavioral Inhibition System scale, and approach sensitivity was measured using the Behavioral Activation System subscales Drive and Reward Responsiveness. Three latent classes of academic trajectories emerged: one high and increasing (26%), one consistently moderate (59%), and one low and decreasing (15%). The risk of having a low and decreasing trajectory was increased by high Behavioral Inhibition System and Drive sensitivity. The results confirmed previous research associating high avoidance sensitivity with low AP but contradicted findings associating high approach sensitivity with high AP. Drive may motivate students to achieve competence but may become detrimental to academic achievement if interests diverge from normative demands in the educational context. Students with high Drive may need support in self-regulation and in recognizing the value of using their Drive to acquire academic competence.
