The relationship among achievement goals, standardized test scores, and elementary students’ focus in school
Abstract
The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery-approach and less mastery-avoid achievement goals. Academic achievement (standardized test scores) did not relate with boys’ or girls’ focus toward school. These findings suggest that academic motivation, but not achievement, correspond with self-perceptions of school as being a place to learn or school as a place for social interactions.
Publication Title
Psychology in the Schools
Recommended Citation
Jones, M., & Mueller, C. (2017). The relationship among achievement goals, standardized test scores, and elementary students’ focus in school. Psychology in the Schools, 54 (9), 979-990. https://doi.org/10.1002/pits.22040
