Socio-economic status, mastery-approach goals and learning-related outcomes
Mediation and moderation
Bibliographic Data
| ID | 5264596 |
|---|---|
| Authors | Ronnel B King (0000-0003-1723-1748, Department of Curriculum and Instruction The Chinese University of Hong Kong Hong Kong China, corresponding author), Faming Wang (0000-0001-7144-2939, Teaching and Learning Innovation Centre The University of Hong Kong Hong Kong China), Shing On Leung (0000-0002-0962-339X, Faculty of Education University of Macau Macao China), Andrew J Elliot (0000-0002-1664-6426, University of Rochester), Andrew Elliot (Department of Psychology University of Rochester Rochester New York USA) |
| Year | 2024 |
| Volume | 94 |
| Issue | 2 |
| Pages | 499-517 |
| Publication date | 2024-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12660 |
| PMID | 38243129 |
| OpenAlex | W4391053470 |
| Language | EN |
| Citations received | 13 |
| References cited | 76 |
BackgroundSocio-economic status is one of the most important factors shaping students' motivation and achievement but has seldom been explored in relation to achievement goals.AimsThis study aimed to investigate whether mastery-approach goals explain the link between SES and key learning-related outcomes (mediation) and whether SES modifies the relationship between mastery-approach goals and these outcomes (moderation).SampleData came from 595,444 students nested in 21,322 schools across 77 countries.MethodsData were analysed using multilevel-moderated mediation analyses.ResultsWe found significant mediation and moderation. In terms of mediation, mastery-approach goals mediated the association between family SES and learning-related outcomes. However, a different pattern emerged for school SES, as students in higher SES schools had lower mastery-approach goals. In terms of moderation, we found that family SES strengthened the association between mastery-approach goals and learning-related outcomes. However, the association between mastery-approach goals and learning-related outcomes was weaker in higher SES schools.ConclusionTheoretical and practical implications for the achievement goal approach to achievement motivation are discussed
Academic achievement · Association (psychology) · Developmental psychology · Mastery Learning · Mathematics education · Mediation · Moderated mediation · Moderation · Multilevel model · Population · Socioeconomic status · Education, Achievement, and Giftedness · Educational and Psychological Assessments · Parental Involvement in Education · Psychology · Social Psychology
Mapping the Terrain of Students Well-Being
Adaptivity as a core principle of cognitive stimulating instruction
Growth Feedback, Mastery-approach Goals, and Learning-related Outcomes
Socioeconomic status or the teaching and learning environment
The secret behind Singapore’s success
Longitudinal relations among expectancy, mastery-approach, effort, and achievement
Socioeconomic gaps in socio-emotional skills across cultures
Growth mindset in Chinese culture
Mastery goal orientations and pro-environmental behavior among secondary students across cultures
Achievement Goals and Income Inequality
How are Lao teachers’ goals for teaching associated with their instructional practices
The rich get richer
Peer cooperation and competition are both positively linked with mastery-approach goals
Pisa 2018 Assessment and Analytical Framework
Introduction to Statistical Mediation Analysis
Discriminant and criterion-related validity of achievement goals in predicting academic achievement
A Meta-Analysis of Self-Reported Achievement Goals and Nonself-Report Performance across Three Achievement Domains (Work, Sports, and Education)
The economics, technology, and neuroscience of human capability formation
On the measurement of achievement goals
Achievement Goals and the Hierarchical Model of Achievement Motivation
Assessing the impact of learning environments
Socio-economic status and academic performance in higher education
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny
The effect of peer socioeconomic status on student achievement
The measure of socio-economic status in Pisa
The origins, evolution, and future directions of achievement goal theory
Achievement goals and self-efficacy
Achievement Goals and Student Well-Being
A meta-analytic examination of the goal orientation nomological net.
Missing Data in Educational Research
Effect size measures for mediation models
Centering predictor variables in cross-sectional multilevel models
Socioeconomic Status and Academic Achievement
Hierarchical linear models
Growth mindset and reading proficiency of ESL learners
Greater income inequality, lower school belonging
Multiple Imputation for Nonresponse in Surveys
Centering Predictor Variables in Three-Level Contextual Models
Trait and perceived environmental competitiveness in achievement situations
A meta-analytic review of achievement goal measures
Development of achievement goals and their relation to academic interest and achievement in adolescence
High-achieving schools connote risks for adolescents
Adolescent Loneliness during the Covid-19 Pandemic
Different goals for different folks
School socio-economic status and student socio-academic achievement goals in upper secondary contexts
Growth mindset predicts achievement only among rich students
Qualitative insights into the relationship between socioeconomic status and students’ academic achievement goals
The Experience of Low‐SES Students in Higher Education
Inequalities in the private funding of public schools
Motivational processes affecting learning
Why You Should Always Include a Random Slope for the Lower-Level Variable Involved in a Cross-Level Interaction
Exploring the interplay between socioeconomic status and reading achievement
Examining the relationships between cognitive activation, self-efficacy, socioeconomic status, and achievement in mathematics
Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom
The (Unequal) Interplay Between Cognitive and Noncognitive Skills in Early Educational Attainment
What School Factors are Associated with the Success of Socio-Economically Disadvantaged Students? An Empirical Investigation Using Pisa Data
| Unique citing works | 13 |
|---|---|
| Citations per year | 6,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |