Special Issue Article
Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age
Anqing Zheng,
Daniel A. Briley,
Margherita Malanchini,
Jennifer L. Tackett,
K. Paige Harden,
Elliot M. Tucker-Drob,
Corresponding Author
Anqing Zheng
Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL, USA
Correspondence to: Anqing Zheng, Department of Psychology, University of Illinois at Urbana-Champaign, 603 E. Daniel Street, Champaign, IL 6182, USA.
E-mail: [email protected]
Search for more papers by this authorDaniel A. Briley
Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL, USA
Search for more papers by this authorMargherita Malanchini
Department of Psychology and Population Research Center, University of Texas at Austin, Austin, TX, USA
Search for more papers by this authorJennifer L. Tackett
Department of Psychology, Northwestern University, Evanston, IL, USA
Search for more papers by this authorK. Paige Harden
Department of Psychology and Population Research Center, University of Texas at Austin, Austin, TX, USA
Search for more papers by this authorElliot M. Tucker-Drob
Department of Psychology and Population Research Center, University of Texas at Austin, Austin, TX, USA
Search for more papers by this authorAnqing Zheng,
Daniel A. Briley,
Margherita Malanchini,
Jennifer L. Tackett,
K. Paige Harden,
Elliot M. Tucker-Drob,
Corresponding Author
Anqing Zheng
Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL, USA
Correspondence to: Anqing Zheng, Department of Psychology, University of Illinois at Urbana-Champaign, 603 E. Daniel Street, Champaign, IL 6182, USA.
E-mail: [email protected]
Search for more papers by this authorDaniel A. Briley
Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL, USA
Search for more papers by this authorMargherita Malanchini
Department of Psychology and Population Research Center, University of Texas at Austin, Austin, TX, USA
Search for more papers by this authorJennifer L. Tackett
Department of Psychology, Northwestern University, Evanston, IL, USA
Search for more papers by this authorK. Paige Harden
Department of Psychology and Population Research Center, University of Texas at Austin, Austin, TX, USA
Search for more papers by this authorElliot M. Tucker-Drob
Department of Psychology and Population Research Center, University of Texas at Austin, Austin, TX, USA
Search for more papers by this authorThis article earned Open Materials badge through Open Practices Disclosure from the Center for Open Science: https://osf.io/tvyxz/wiki. The materials are permanently and openly accessible at https://osf.io/zjgu6. Author's disclosure form may also be found at the Supporting Information in the online version.
Abstract
Students engage in learning activities with different achievement goal orientations. Some students pursue learning for learning sake (i.e. mastery goal orientation), some are driven by gaining favourable judgement of their performance (i.e. performance approach goal orientation), and others focus on avoiding negative judgement (i.e. performance avoidance goal orientation). These goal orientations are linked with academic achievement, and troublingly, students report decreasing levels of goal orientations across the school years. However, little is known concerning the mechanisms that drive this decline. In a large (N = 891 twin pairs) cross-sectional genetically informative sample (age = 8 to 22 years), we found that older students reported lower goal orientations. Then, we identified shifts in the magnitude of genetic and environmental variance in each goal orientation. For example, variance in mastery goal orientation was primarily associated with environmental factors during the elementary school years. As students entered high school, genetic influences increased, replacing shared environmental influences. Finally, we situated these findings in the larger nomological network by testing associations with psychological constructs (e.g. personality and cognitive ability) and contextual variables (e.g. parents, schools, and peers). The development of academic motivation is complex with many interconnecting factors that appear to shift with age © 2019 European Association of Personality Psychology
Supporting Information
| Filename | Description |
|---|---|
| per2202-supp-0001-Supplementary_materials.docxWord 2007 document , 2.2 MB |
Table S1. Zero-order correlation Figure S1. Distribution of age on each variable with full sample, MZ pairs and DZ pairs. Cog.ab = cognitive ability. Figure S2. LOSEM result showing the mean-level age trends for the perceived school goal structures, perceived parental goals, peer relationship, cognitive ability, conscientiousness, and openness. Figure S3. LOSEM result showing the between-person variance age trends for the perceived school goal structures, perceived parental goals, peer relationship, cognitive ability, conscientiousness, and openness. Figure S4. Age-trends in proportion of variance composite to genetic and environmental components for mastery, performance approach, and performance avoidance goal orientations using a (A) nonparametric and (B) parametric approach. |
| per2202-Open_Practices_Disclosure_Form.pdfPDF document, 669 KB |
Open Practices Disclosure |
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.
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