Achievement goal orientations in writing:a developmental perspective |
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| Institution: | 1. School of Business English, Sichuan International Studies University, Chongqing, China;2. Center for Linguistics and Applied Linguistics / School of English Education, Guangdong University of Foreign Studies, Guangzhou, Guangdong, China;1. Xi’an Jiaotong-Liverpool University, PR China;2. Shanghai Shangde Experimental School, PR China |
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| Abstract: | This study provides a developmental perspective on achievement goal orientations in writing using data obtained from 1266 students ranging in age from 9 to 17. The strength of task goal orientation decreased from elementary school to middle school and then increased in high school; performance-approach goals decreased from elementary school to middle school and stabilized; performance-avoid goals did not change. Gender differences in task goals favored girls at every level of schooling, whereas differences in performance-approach and performance-avoid goals favored boys. Students with higher self-efficacy, self-concept, and self-efficacy for self-regulation had higher task goals at each level of schooling than did students with lower self-beliefs. |
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