The relationship of school self-concept, goal orientations and achievement during adolescence

ABSTRACT

The reciprocal effects model suggests that school self-concept and achievement are cyclically related and reinforce each other. Moreover, achievement motivation and goal orientation in particular may mediate this association although the empirical findings on this assumption are incongruent. This study aims to bring more clarity to this issue and explores potential longitudinal mediating effects of different goal orientations in extension of the reciprocal effects model using data from 1088 eighth grade students at T1 (M_age = 13.70, SD = 0.53, 54% girls) from Brandenburg, Germany. Data analysis was executed using cross-lagged panel design with indirect effects (mediation) in Mplus. The results suggest that only mastery goal orientation partially mediates the association of school self-concept (T1) and achievement (T2). The results are discussed in the context of current research.

KEYWORDS:

• School self-concept
• goal orientation
• achievement
• adolescence
• motivation

Acknowledgments

The research reported in this paper was supported by a grant from The Volkswagen Foundation (Schumpeter Fellowship II/84 452). The authors would like to thank the principals, teachers and students for their cooperation in making these studies possible.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Volkswagen Foundation Schumpeter Fellowship, [II/84 452].