Abstract

This 2-year prospective study aimed to examine the predictive role of students’ achievement goals (mastery-approach and performance-avoidance) on socioemotional adjustment in high school by assessing the potential mediating contribution of academic motivations. A total of 407 high school students (46% boys) were surveyed each year in Secondary 2 (Grade 8), 3 (Grade 9), and 4 (Grade 10). Results indicated that mastery and performance-avoidance goals in Secondary 2 predicted emotional adjustment in Secondary 4, and that these links were mediated by introjected regulation and amotivation in Secondary 3. In addition, performance-avoidance goals predicted social adjustment in high school, without it being mediated by motivation types. Results are discussed with respect to their implications for teacher training programmes. Limitations and future research directions are also outlined.

摘要

这项为期2年的前瞻性研究旨在通过评估学术动机的潜在中介作用，检验学生的成就目标（精通方法和避免表现）对高中社会情绪适应的预测作用。每年对中学2年级（8年级），3年级（9年级）和4年级（10年级）的407名高中学生（占46％的男孩）进行了调查。结果表明，中二的掌握和避免表现目标预测了中四的情绪调节，而这些联系是由中三引入的调节和积极性介导的。此外，业绩避免的目标预测了高中的社会调节，而没有由动机类型介导。讨论了结果对教师培训计划的影响。