Achievement goal profiles and their associations with math achievement, self-efficacy, anxiety and instructional quality: A single and multilevel mixture study.

Background: There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects.

Aims: This study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.

Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney.

This tribute celebrates the distinguished scholarship and extraordinary life of Dennis Michael McInerney, who passed away in Hong Kong on May 20th, 2022. It is a testimony of his impact on our professional and personal lives while highlighting the multitude and depth of his scholarly contributions. McInerney was one of those thinkers who invited us to reconsider how we conceptualize, assess, and apply scientific investigations in our teaching and learning practices.

Order processing of number symbols is influenced by direction, but not format.

This study probed the cognitive mechanisms that underlie order processing for number symbols, specifically the extent to which the direction and format in which number symbols are presented influence the processing of numerical order, as well as the extent to which the relationship between numerical order processing and mathematical achievement is specific to Arabic numerals or generalisable to other notational formats. Seventy adults who were bilingual in English and Chinese completed a Numerical Ordinality Task, using number sequences of various directional conditions (i.e.

Profiles of Antisocial Behavior in School-Based and At-Risk Adolescents in Singapore: A Latent Class Analysis.

This study used latent class analysis to examine whether multiple subgroups can be identified based on rule-breaking and aggressive behavior in school-based and at-risk adolescent samples. These groups were tested for differences in behavioral, emotional, personality and interpersonal correlates. Rule breaking and aggressive behavior co-occurred across all classes.

Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement.

Introduction: This exploratory study extends research on student engagement by examining the relationships between its different facets, students' perception of teacher support for learning and self-efficacy, and adaptive youth competencies. Guided by Reschly and Christenson's (2012) student engagement framework, affective and cognitive engagement were posited to mediate the relationships between students' perceived beliefs, adaptive competencies and behavior engagement.

Method: 3776 Singapore Grade 7 and 8 students completed a self report survey questionnaire.

Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning.

Background: Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings.

Aims: Guided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social (peer relationship satisfaction, loneliness), and socio-academic (cooperative learning, competitive learning, socially regulated, and self-regulated learning) functioning.

Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective.

The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model.

Peer relationships and adolescents' academic and non-academic outcomes: same-sex and opposite-sex peer effects and the mediating role of school engagement.

Background: The literature has documented theoretical/conceptual models delineating the facilitating role of peer relationships in academic and non-academic outcomes. However, the mechanisms through which peer relationships link to those outcomes is an area requiring further research.

Aims: The study examined the role of adolescents' perceptions of their relationships with same-sex and opposite-sex peers in predicting their academic performance and general self-esteem and the potentially mediating role of school engagement in linking these perceived peer relationships with academic and non-academic outcomes.