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Markku Niemivirta - One of the best experts on this subject based on the ideXlab platform.

  • striving for success but at what cost subject specific achievement goal orientation profiles perceived cost and academic well being
    Frontiers in Psychology, 2020
    Co-Authors: Heta Tuominen, Henriikka Juntunen, Markku Niemivirta
    Abstract:

    Most studies utilizing a Person-Oriented Approach to investigating students’ achievement goal orientation profiles have been domain-general or focused on a single domain (usually mathematics), thus excluding the possibility of identifying distinct subject-specific motivational profiles. In this study, we looked into this by examining upper secondary school students’ subject-specific achievement goal orientation profiles simultaneously in mathematics and English. As distinct profiles might contribute to how students invest time and effort in studying, we also examined differences in perceived subject-specific cost (i.e., effort required, emotional cost, opportunity cost) among students with different profiles, and how this was linked with students’ more general academic well-being (i.e., school engagement, burnout). The 434 Finnish general upper secondary school students participating in the study were classified based on their achievement goal orientations in the two subjects using latent profile analysis, and the predictions of the latent profile on distal outcomes (i.e., measures of cost and academic well-being) were examined within the mixture model. Five divergent achievement goal orientation profiles were identified: indifferent (29%), success-oriented (26%), mastery-oriented (25%), English-oriented, math-avoidant (14%), and avoidance-oriented (6%). The English-oriented, math-avoidant students showed the most distinct domain-specificity in their profile but, in general, profiles indicated more cross-domain generality than specificity. Overall, mastery-oriented students showed the most adaptive academic well-being, while avoidance-oriented students were the least engaged. Success-oriented students were characterised by high multiple goals in both subjects, elevated costs, and high scores on both positive (engagement) and negative (burnout) well-being indicators. The English-oriented, math-avoidant students perceived studying math as costly. The findings suggest that addressing students’ achievement motivation in different subjects may be useful for recognising factors endangering or fostering student learning and well-being.

Heta Tuominen - One of the best experts on this subject based on the ideXlab platform.

  • striving for success but at what cost subject specific achievement goal orientation profiles perceived cost and academic well being
    Frontiers in Psychology, 2020
    Co-Authors: Heta Tuominen, Henriikka Juntunen, Markku Niemivirta
    Abstract:

    Most studies utilizing a Person-Oriented Approach to investigating students’ achievement goal orientation profiles have been domain-general or focused on a single domain (usually mathematics), thus excluding the possibility of identifying distinct subject-specific motivational profiles. In this study, we looked into this by examining upper secondary school students’ subject-specific achievement goal orientation profiles simultaneously in mathematics and English. As distinct profiles might contribute to how students invest time and effort in studying, we also examined differences in perceived subject-specific cost (i.e., effort required, emotional cost, opportunity cost) among students with different profiles, and how this was linked with students’ more general academic well-being (i.e., school engagement, burnout). The 434 Finnish general upper secondary school students participating in the study were classified based on their achievement goal orientations in the two subjects using latent profile analysis, and the predictions of the latent profile on distal outcomes (i.e., measures of cost and academic well-being) were examined within the mixture model. Five divergent achievement goal orientation profiles were identified: indifferent (29%), success-oriented (26%), mastery-oriented (25%), English-oriented, math-avoidant (14%), and avoidance-oriented (6%). The English-oriented, math-avoidant students showed the most distinct domain-specificity in their profile but, in general, profiles indicated more cross-domain generality than specificity. Overall, mastery-oriented students showed the most adaptive academic well-being, while avoidance-oriented students were the least engaged. Success-oriented students were characterised by high multiple goals in both subjects, elevated costs, and high scores on both positive (engagement) and negative (burnout) well-being indicators. The English-oriented, math-avoidant students perceived studying math as costly. The findings suggest that addressing students’ achievement motivation in different subjects may be useful for recognising factors endangering or fostering student learning and well-being.

Henriikka Juntunen - One of the best experts on this subject based on the ideXlab platform.

  • striving for success but at what cost subject specific achievement goal orientation profiles perceived cost and academic well being
    Frontiers in Psychology, 2020
    Co-Authors: Heta Tuominen, Henriikka Juntunen, Markku Niemivirta
    Abstract:

    Most studies utilizing a Person-Oriented Approach to investigating students’ achievement goal orientation profiles have been domain-general or focused on a single domain (usually mathematics), thus excluding the possibility of identifying distinct subject-specific motivational profiles. In this study, we looked into this by examining upper secondary school students’ subject-specific achievement goal orientation profiles simultaneously in mathematics and English. As distinct profiles might contribute to how students invest time and effort in studying, we also examined differences in perceived subject-specific cost (i.e., effort required, emotional cost, opportunity cost) among students with different profiles, and how this was linked with students’ more general academic well-being (i.e., school engagement, burnout). The 434 Finnish general upper secondary school students participating in the study were classified based on their achievement goal orientations in the two subjects using latent profile analysis, and the predictions of the latent profile on distal outcomes (i.e., measures of cost and academic well-being) were examined within the mixture model. Five divergent achievement goal orientation profiles were identified: indifferent (29%), success-oriented (26%), mastery-oriented (25%), English-oriented, math-avoidant (14%), and avoidance-oriented (6%). The English-oriented, math-avoidant students showed the most distinct domain-specificity in their profile but, in general, profiles indicated more cross-domain generality than specificity. Overall, mastery-oriented students showed the most adaptive academic well-being, while avoidance-oriented students were the least engaged. Success-oriented students were characterised by high multiple goals in both subjects, elevated costs, and high scores on both positive (engagement) and negative (burnout) well-being indicators. The English-oriented, math-avoidant students perceived studying math as costly. The findings suggest that addressing students’ achievement motivation in different subjects may be useful for recognising factors endangering or fostering student learning and well-being.

David Magnusson - One of the best experts on this subject based on the ideXlab platform.

  • studying individual development in an interindividual context a person oriented Approach
    2002
    Co-Authors: Lars R. Bergman, David Magnusson, Bassam El M Khouri
    Abstract:

    Contents: Preface. Introduction. Theoretical Framework. General Methodological Considerations. Classification in a Person-Oriented Context. Analyzing All Possible Patterns. Some Methods for Studying Pattern Development. Examining the Generalizability of Results. SLEIPNER, A Statistical Package for Person-Oriented Analysis. Stability and Change in Patterns of School Adjustment: An Empirical Study. Discussion and Directions.

  • a person oriented Approach in research on developmental psychopathology
    Development and Psychopathology, 1997
    Co-Authors: Lars R. Bergman, David Magnusson
    Abstract:

    There is a growing acceptance of a holistic, interactionistic view in which the individual is seen as an organized whole, functioning and developing as a totality. This view emphasizes the importance of patterns of operating factors. Within this framework, a standard variable-oriented Approach, focusing on the variable as the main theoretical and analytical unit, has limitations. A Person-Oriented Approach would often be preferable, where the main theoretical and analytical unit is the specific pattern of operating factors. Such an Approach is presented here, focusing on individual development and psychopathology. A brief theoretical and methodological overview is given and a classification Approach is emphasized. Empirical examples concerning the longitudinal study of adjustment problems illustrate a number of issues believed to be important to development and psychopathology: problem gravitation, the significance of single variables and of patterns, the developmental study of syndromes (= typical patterns), and the detection of "white spots" in development.

Lars R. Bergman - One of the best experts on this subject based on the ideXlab platform.

  • studying individual development in an interindividual context a person oriented Approach
    2002
    Co-Authors: Lars R. Bergman, David Magnusson, Bassam El M Khouri
    Abstract:

    Contents: Preface. Introduction. Theoretical Framework. General Methodological Considerations. Classification in a Person-Oriented Context. Analyzing All Possible Patterns. Some Methods for Studying Pattern Development. Examining the Generalizability of Results. SLEIPNER, A Statistical Package for Person-Oriented Analysis. Stability and Change in Patterns of School Adjustment: An Empirical Study. Discussion and Directions.

  • developmental science and the holistic Approach
    2000
    Co-Authors: Lars R. Bergman, Robert B. Cairns, Larsgoran Nilsson, Lars Nystedt
    Abstract:

    Contents: Preface. Part I: Introduction. L.R. Bergman, R.B. Cairns, L.G. Nilsson, L. Nystedt, Introduction. P.B. Baltes, David Magnusson: The Footprints of Wisdom. Part II: Theoretical Considerations. D. Magnusson, The Individual as the Organizing Principle in Psychological Inquiry: A Holistic Approach. R.B. Cairns, Developmental Science: Three Audacious Implications. J.A.S. Kelso, Principles of Dynamic Pattern Formation and Change for a Science of Human Behavior. Part III: Methodological Considerations. J. Kagan, The Modern Synthesis in Psychological Development. R.A. Hinde, Dialectics in Development and Everyday Life. J.R. Nesselroade, P. Ghisletta, Beyond Static Concepts in Modeling Behavior. L.R. Bergman, The Application of a Person-Oriented Approach: Types and Clusters. J. Block, Three Tasks for Personality Psychology. M. Radke-Yarrow, Real and Statistical Parents and Children: The Varied Discoveries of Research. Part IV: A Biological Perspective. G. Gottlieb, Understanding Genetic Activity Within a Holistic Framework. S.A. Mednick, M.O. Huttunen, Lessons From the Wings of Drosophilia. B. Klinteberg, Psychobiological Patterns at Adult Age: Relationships to Personality and Early Behavior. M. Carlson, F. Earls, Social Ecology and the Development of Stress Regulation. Part V: Personality. L.A. Pervin, The Four Cs of Personality: Context, Consistency, Conflict, and Coherence. L. Pulkkinen, K. Mannikko, J.E. Nurmi, Self-Description and Personality Styles. J.B. Asendorpf, A Person-Centered Approach to Personality and Social Relationships: Findings From the Berlin Relationship Study. S.B. Gustafson, Personality and Organizational Destructiveness: Fact, Fiction, and Fable. Part VI: Developmental Paths of Adjustment. S. Hodgins, Studying the Etiology of Crime and Violence Among Persons With Major Mental Disorders: Challenges in the Definition and the Measurement of Interactions. P.A. Rydelius, Swedish Child and Adolescent Psychiatry and a Holistic Approach to the Study of Child Development. H. Stattin, K. Trost, When Do Preschool Conduct Problems Link to Future Social Adjustment Problems and When Do They Not? T. Andersson, Developmental Patterns and the Dynamics of Alcohol Problems in Adolescence and Young Adulthood. H. Zhao, J. Brooks-Gunn, S. McLanahan, B. Singer, Studying the Real Child Rather Than the Ideal Child: Bringing the Person Into Developmental Studies. R.M. Lerner, N.L. Simi, A Holistic, Integrated Model of Risk and Protection in Adolescence: A Developmental Contextual Perspective About Research, Programs, and Policies. Part VII: Summing Up. L.R. Bergman, R.B. Cairns, Epilogue and Prospects.

  • a person oriented Approach in research on developmental psychopathology
    Development and Psychopathology, 1997
    Co-Authors: Lars R. Bergman, David Magnusson
    Abstract:

    There is a growing acceptance of a holistic, interactionistic view in which the individual is seen as an organized whole, functioning and developing as a totality. This view emphasizes the importance of patterns of operating factors. Within this framework, a standard variable-oriented Approach, focusing on the variable as the main theoretical and analytical unit, has limitations. A Person-Oriented Approach would often be preferable, where the main theoretical and analytical unit is the specific pattern of operating factors. Such an Approach is presented here, focusing on individual development and psychopathology. A brief theoretical and methodological overview is given and a classification Approach is emphasized. Empirical examples concerning the longitudinal study of adjustment problems illustrate a number of issues believed to be important to development and psychopathology: problem gravitation, the significance of single variables and of patterns, the developmental study of syndromes (= typical patterns), and the detection of "white spots" in development.