Dynamic reciprocal relations of achievement goals with daily experiences of academic success and failure: An ambulatory assessment study |
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| Affiliation: | 1. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt a. M., Germany;2. Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany;3. Goethe-University, Frankfurt a. M., Germany;1. Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Postboks 8600 Forus, NO-4036 Stavanger, Norway;2. University of Jyväskylä, Finland;1. Department of Psychology, University of Bologna, via Filippo Re, 10, 40126, Bologna, BO, Italy;2. Department of Humanities, University of Ferrara, via Paradiso 12, 44121, Ferrara, FE, Italy;3. Department of Psychology, University of Bologna, Piazza Aldo Moro, 90, 47521, Cesena, FC, Italy;4. Institute of Psychology, University of Lausanne, Quartier UNIL-Mouline, Bâtiment Géopolis, CH, 1015, Lausanne, Switzerland |
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| Abstract: | Achievement goals have been linked to achievement in various educational settings. The present work explored day-to-day variations in achievement goals (mastery, performance-approach, performance-avoidance) and their associations with daily experiences of academic success and failure. Ambulatory assessment data from 108 students in Grade 5 were collected, with daily assessments of achievement goals in the morning and end-of-day reports of academic success and failure. Dynamic structural equation models revealed reciprocal within-person effects between mastery goals and academic success. Academic success was further associated with higher mastery and performance-approach goals in the next morning. Academic failure was linked to both performance goals, though this association was not robust in all sensitivity analyses. Higher average daily academic success and lower average academic failure were linked to better academic achievement one year later. Findings suggest meaningful within-person dynamics among goals and daily academic success and failure. |
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| Keywords: | Experience sampling Dynamic structural equation model Intensive longitudinal data Within-person dynamics |
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