Journal
JOURNAL OF EDUCATIONAL RESEARCH
Volume 99, Issue 6, Pages 358-370Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.3200/JOER.99.6.358-370
Keywords
achievement motivation; change scores; cognitive propensities; goal theory; social studies
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Do students tend to set similar types of goals throughout the school year, or do their goal orientations shift over time? If students become more oriented toward mastery or performance over the course of the year; do they improve in their academic achievement, have a more positive affect toward class, and develop the cognitive propensities that their teachers might hope for? A diverse sample of 9th- and 10th-grade world history students (N = 917) participated in a study addressing these questions. Substantial changes occurred in students' mastery- and performance-goal orientations. Increases in mastery-goal orientation were positively related, whereas increases in, performance-goal orientation were unrelated to the following outcomes: world history knowledge, social studies grade, interest, course satisfaction, social perspective taking, and historical empathy.
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