Development of achievement goals across the transition out of secondary school

Kurzfassung/Abstract

Changes in achievement goals over the transition from secondary school into new educational contexts (e.g., vocational training, university studies) were addressed using a sample of 367 secondary school graduates who were tracked across three measuring points over a period of eight months (online questionnaires). Latent growth curve modeling indicated an increase in mastery goals and a decrease in work avoidance goals for all educational contexts into which transitions were made. Moreover, self-esteem at the first measuring point was found to protect an individual against maladaptive developments in achievement goal setting over the transitional period following secondary school graduation.