Negative changes in goal orientations across student generations: A ten-year comparison of SELLMO

Earlier findings from studies showed that teachers perceive a decline in students' achievement motivation over generations (Cocodia et al., 2003; Howard, 2001). The aim of this study was to examine the actual basis of these teachers' perceptions with two comparative eich samples, which were recruited ten years apart (2002 N = 3 326 and 2012 N = 3 057) for the normalization of the scales for the assessment of learning and achievement motivation (SELLMO; Spinath, Stiensmeier-Pelster, Schone & Dickhauser, 2002, 2012). As expected, we found negative changes for three of the four measures of motivation. In 2012, compared to 2002, learning goals had declined, whereas performance-avoidance goals and work avoidance had increased. The effect sizes are comparable to the Flynn-effect. Implications for further research and practical issues are discussed.