Academic self-concept, achievement, and goal orientations in different learning environments

• Olga Steinberg ^[1] ; Stefan Kulakow ^[1] ; Diana Raufelder ^[1]
  1. [1] University of Greifswald

     University of Greifswald

     Vorpommern-Greifswald, Alemania

     
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 39, Nº 4, 2024, págs. 3893-3917
• Idioma: inglés
• DOI: 10.1007/s10212-024-00825-6
• Texto completo no disponible (Saber más ...)
• Resumen

  • Stage-Environment Fit Theory underlines the role of learning environments and their match with students’ needs as crucial for students’ motivation and learning. This study explores the mediation role of goal orientations in the interplay of academic self-concept and achievement in mathematics and verbal domains in student-directed and teacher-directed learning environments. The sample consists of 1153 adolescent students (Mage t1 = 13.97; SD = 1.37, 49% girls) from Germany. Multi-group cross-lagged panel analyses confirm the Reciprocal Effects Model for the student-directed learning environment only, as reciprocal relation of academic self-concept and grades over time has been found. The extension of the Reciprocal Effects Model with goal orientations as mediators could not be confirmed for any learning environment.

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