Abstract
AbstractA person-oriented approach was applied to the study of early adolescents’ learning orientations to identify different profiles and their association with school achievement. A total of 244 middle-school students (male: 128; female: 116; M-age ± SD = 12.51 ± .93) completed a self-report questionnaire to explore cognitive, metacognitive, and affective dimensions of learning orientations. School achievements were collected in a range of school subjects. Cluster analyses and one-way MANOVA were carried out to verify the existence of profiles. Chi-square tests were used to test the association between profiles of learning orientations and school achievement. The results showed two profiles differently associated with school achievement: students “Dragged by the current” (Profile 1) showed low school achievement across school subjects, meanwhile students “At the helm” (Profile 2) reached excellent school achievement. In promoting middle-school students’ achievement, it is important for teachers to consider students’ profiles of learning orientations.
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Reference67 articles.
1. Akos, P., Rose, R. A., & Orthner, D. (2015). Sociodemographic moderators of middle school transition effects on academic achievement. The Journal of Early Adolescence, 35(2), 170–198.
2. Bergman, L. R., & Magnusson, D. (1991). Stability and change in patterns of extrinsic adjustment problems. In D. Magnusson, L. R. Bergman, G. Rudinger, & B. Toerestad (Eds.), Problems and methods in longitudinal research: stability and change (pp. 323–346). Cambridge: Cambridge University Press.
3. Cantoia, M., Giordanelli, C., Pérez-Tello, S., & Antonietti, A. (2011). Imitating, reasoning, discussing. Student conceptions of learning around the world. Hauppauge, NY: Nova Science Publishers.
4. Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40(4), 417–427.
5. Chazan, M., Davies, D., Phillips, R., & Laing, A. F. (1998). Helping socially withdrawn and isolated children and adolescents. London: Cassell.
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献