Students' transition from elementary to high school and changes of the relationship between motivation and academic performance

被引：51

作者：

Bouffard, T

Boileau, L

Vezeau, C

机构：

[1] Univ Quebec, Dept Psychol, Montreal, PQ H3C 3P8, Canada

[2] Coll Gerald Godin, Dept Sci Humaines, Montreal, PQ H9H 5K8, Canada

来源：

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 2001年 / 16卷 / 04期

关键词：

academic performance; learning goals; motivation; self-efficacy; transition to high school;

D O I：

10.1007/BF03173199

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

336 students, 186 girls and 150 boys were met at the end of the school year, both at grade six and at Secondary one, in order to examine the impact of the transition from elementary to secondary school on various motivational variables. Analyses showed changes in self-efficacy beliefs and learning goals, whatever students' level of achievement and gender. However, self-efficacy, beliefs appeared as the most powerful predictor of academic performance at both school levels. In addition, the pattern of relations between academic performance and the variables examined was relatively similar at both times of measurement. The discussion focuses on changes in self-efficacy beliefs and learning goals and oil their relations to academic performance.

引用

页码：589 / 604

页数：16

共 74 条

[1] ACHIEVEMENT GOALS IN THE CLASSROOM - STUDENTS LEARNING-STRATEGIES AND MOTIVATION PROCESSES [J].