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Students motivation and school-related burnout preceding the transition to tertiary education

Introduction. Focusing on the goals students' pursue within the given educational settingAchievement goal orientations describe young people's general orientations towards learning and studying, that is, the kinds of goals they tend to choose and the kinds of outcomes they prefer in relation to stu

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Students motivation and school-related burnout preceding the transition to tertiary education

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    1. Students’ motivation and school-related burnout preceding the transition to tertiary education Heta Tuominen-Soini University of Helsinki, Finland Katariina Salmela-Aro University of Jyväskylä, Finland Markku Niemivirta University of Helsinki, Finland heta.tuominen@helsinki.fi

    2. Introduction Focusing on the goals students’ pursue within the given educational setting Achievement goal orientations describe young people’s general orientations towards learning and studying, that is, the kinds of goals they tend to choose and the kinds of outcomes they prefer in relation to studying (Niemivirta, 2002).

    3. Introduction Limitations to the existing research on the development of achievement goal orientations: relatively few studies have used longitudinal designs most studies have utilized a variable-centred approach surprisingly little research has investigated longitudinal changes in achievement goal orientations among older adolescents In the present study we: utilized a person-centred approach deployed the clustering-by-states method for longitudinal data (ISOA) investigated the development of achievement goal orientations among older students (17-year-olds)

    4. Aims of the study What kinds of achievement goal orientation profiles can be identified among upper secondary school students preceding the transition to tertiary education? How stable are achievement goal orientation profiles preceding an educational transition? How do the profiles change? What are the typical and conversely untypical developmental trajectories of change? How are the changes in achievement goal orientation profiles related to school achievement and school-related burnout?

    5. The Finnish education system The comprehensive school (a nine-year compulsory general schooling for all children aged 7–16) comprises: primary school (grades 1–6) AND lower secondary school (grades 7–9, and voluntary additional tenth grade) After completing compulsory schooling: general upper secondary education (academic track, grades 10–12) OR vocational upper secondary education (vocational track, grades 10–12) More than 90% continue at the upper secondary level in the same year; about 53% opt for the general upper secondary school and 39% for the vocational school.

    6. Participants Time 1 (January 2004): 11th grade/upper secondary school Time 2 (January 2005): 12th grade/upper secondary school

    7. Achievement goal orientations (Time 1 and 2) Mastery-intrinsic orientation: “To acquire new knowledge is an important goal for me in school.” (3 items; a = .87 and .86) Mastery-extrinsic orientation: “My goal is to succeed in school.” (3 items; a = .86 and .89) Performance-approach orientation: “An important goal for me in school is to do better than other students.” (3 items; a = .73 and .77) Performance-avoidance orientation: “I try to avoid situations in which I may fail or make mistakes.” (3 items; a = .83 and .87) Avoidance orientation: “I try to get away with as little effort as possible in my school work.” (3 items; a = .74 and .80) (Niemivirta, 2002)

    8. School-related burnout (Time 2)

    9. Methods A person-centred approach students with similar patterns of achievement goal orientation were identified through latent profile analysis (LPA; Vermunt & Magidson, 2002) the ISOA procedure (I-States as Objects Analysis) was used in order to identify the cluster membership in longitudinal data patterns of the variables, described as “states”, can be identified disregarding the time dimension and this classification can be used to describe individual development Bergman & El-Khouri, 2003; Bergman, Magnusson & El-Khouri, 2003; Nurmi & Aunola, 2005 The stability of and changes in group memberships configural frequency analysis (CONFA; von Eye, 1990)

    10. Results Goal orientation groups What kinds of achievement goal orientation profiles can be identified among upper secondary school students preceding the transition to tertiary education? The best fitting solution included four groups:

    11. Achievement goal orientation profiles 1. Mastery-oriented (36%)

    12. Achievement goal orientation profiles 2. Indifferent (34%)

    13. Achievement goal orientation profiles 3. Avoidance-oriented (20%)

    14. Achievement goal orientation profiles 4. Success-oriented (10%)

    15. Stability and change in achievement goal orientation profiles How stable are achievement goal orientation profiles preceding an educational transition? How do the profiles change? What are the typical and conversely untypical developmental trajectories of change? Approximately 60 % of the students displayed a stable motivational profile over time. CONFA revealed 4 types and 6 antitypes. Most changes in the group memberships were directed towards similar groups, and there were less extreme changes than would be expected by chance.

    16. Configural frequency analysis: Types and antitypes

    17. How are the changes in achievement goal orientation profiles related to changes in school achievement? F(5, 505) = 9.36, p < .001, ?2 = .09

    18. How are the changes in achievement goal orientation profiles related to emotional exhaustion during 12th grade? F(5, 507) = 7.16, p < .001, ?2 = .07

    19. How are the changes in achievement goal orientation profiles related to cynicism during 12th grade? F(5, 510) = 15.98, p < .001, ?2 = .14

    20. How are the changes in achievement goal orientation profiles related to inadequacy during 12th grade? F(5, 503) = 9.96, p < .001, ?2 = .09

    21. Conclusions The primary goal was to examine the stability and change in students’ achievement goal orientation profiles preceding the transition to tertiary education. Four groups of students with different motivational profiles were identified: mastery-oriented, indifferent, avoidance-oriented, and success-oriented. There was considerable stability in all the groups from Time 1 to Time 2; 60 % of the students displayed a stable motivational profile over time. About half of the Finnish students opt for academic track and, interestingly, this selectivity can be seen in the motivational profiles of upper secondary school students.

    22. Conclusions Changes in motivational profiles were associated with school achievement and school-related burnout. Students in the success-oriented (stable), positive change, and mastery-oriented (stable) groups had more favourable changes in their school achievement than students in the avoidance-oriented (stable) and indifferent (stable) groups. Students who stayed in the success-oriented group experienced more emotional exhaustion than most students during the final year of upper secondary school. Students in the indifferent (stable), avoidance-oriented (stable), and negative change groups experienced more cynicism than students in the mastery-oriented (stable), success-oriented (stable), and positive change groups during 12th grade.

    23. Thank you! heta.tuominen@helsinki.fi Heta Tuominen-Soini Department of Education, University of Helsinki Katariina Salmela-Aro Department of Psychology, University of Jyväskylä Markku Niemivirta Research Centre for Educational Psychology, University of Helsinki

    24. References Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (in press). Achievement goal orientations and subjective well-being: A person-centred analysis. Learning and Instruction, doi:10.1016/j.learninstruc.2007.05.003 Niemivirta, M. (2002). Motivation and performance in context: The influence of goal orientations and instructional setting on situational appraisals and task performance. Psychologia, 45, 250–270. Kiuru, N., Aunola, K., Nurmi, J.-E., Leskinen, E., & Salmela-Aro, K. (in press). Peer group influence and selection in adolescents’ school burnout: A longitudinal study. Merrill-Palmer Quarterly. Salmela-Aro, K., & Näätänen, P. (2005). Bergen Burnout Indicator 10 (school burnout measure). Helsinki, Finland: Edita.

    25. Achievement goal orientation profiles

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