Socio-economic status, mastery-approach goals and learning-related outcomes: Mediation and moderation.
Br J Educ Psychol
; 94(2): 499-517, 2024 Jun.
Article
en En
| MEDLINE
| ID: mdl-38243129
ABSTRACT
BACKGROUND:
Socio-economic status is one of the most important factors shaping students' motivation and achievement but has seldom been explored in relation to achievement goals.AIMS:
This study aimed to investigate whether mastery-approach goals explain the link between SES and key learning-related outcomes (mediation) and whether SES modifies the relationship between mastery-approach goals and these outcomes (moderation). SAMPLE Data came from 595,444 students nested in 21,322 schools across 77 countries.METHODS:
Data were analysed using multilevel-moderated mediation analyses.RESULTS:
We found significant mediation and moderation. In terms of mediation, mastery-approach goals mediated the association between family SES and learning-related outcomes. However, a different pattern emerged for school SES, as students in higher SES schools had lower mastery-approach goals. In terms of moderation, we found that family SES strengthened the association between mastery-approach goals and learning-related outcomes. However, the association between mastery-approach goals and learning-related outcomes was weaker in higher SES schools.CONCLUSION:
Theoretical and practical implications for the achievement goal approach to achievement motivation are discussed.Palabras clave
Texto completo:
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Base de datos:
MEDLINE
Asunto principal:
Clase Social
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Éxito Académico
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Objetivos
Tipo de estudio:
Health_economic_evaluation
Límite:
Adolescent
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Child
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Female
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Humans
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Male
Idioma:
En
Revista:
Br J Educ Psychol
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Br. j. educ. psychol
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British journal of educational psychology
Año:
2024
Tipo del documento:
Article
País de afiliación:
China