Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age          href='#per2202-note-1001'/>

Zheng Anqing; Briley Daniel A.; Malanchini Margherita; Tackett Jennifer L.; Harden K. Paige; Tucker‐Drob Elliot M.; Wrzus Cornelia

摘要

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 </abstract> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> <div class="translation abstracttxt"> <span class="zhankaihshouqi fivelineshidden" id="abstract"> <span>机译：</span><abstract type =“main”xml：lang =“en”> <title type =“main”>抽象</ title> >学生从事不同的成就目标方向学习活动。一些学生追求学习学习的学习（即掌握目标方向），有些是通过获得有利判断其表现的判断（即绩效方法的目标方向），以及其他人关注避免负面判断（即绩效避免目标方向）。这些目标取向与学术成就和困难的联系，学生报告了学校岁月的目标方向水平降低。然而，关于推动这种下降的机制很少。在大（ n </ i>？=？891双对）横断面的遗传信息（年龄？=？8到22岁），我们发现老年学生报告了较低的目标方向。然后，我们确定了每个目标方向的遗传和环境方差幅度的变化。例如，掌握目标方向的方差主要与小学年内的环境因素有关。随着学生进入高中，遗传影响增加，取代了共同的环境影响。最后，我们通过测试与心理构建的关联（例如人格和认知能力）和上下文变量来定位这些发现（例如人格和认知能力）（例如家长，学校和同行）。学术动机的发展是复杂的许多互连因素，似乎随着年龄转移？ 2019年欧洲人格心理学协会</ p> </摘要> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> </div> <div class="record"> <h2 class="all_title" id="enpatent33" >著录项</h2> <ul> <li> <span class="lefttit">来源</span> <div style="width: 86%;vertical-align: text-top;display: inline-block;"> <a href='/journal-foreign-22910/'>《European journal of personality》</a> <b style="margin: 0 2px;">|</b><span>2019年第3期</span><b style="margin: 0 2px;">|</b><span>共20页</span> </div> </li> <li> <div class="author"> <span class="lefttit">作者</span> <p id="fAuthorthree" class="threelineshidden zhankaihshouqi"> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Zheng Anqing&option=202" target="_blank" rel="nofollow">Zheng Anqing;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Briley Daniel A.&option=202" target="_blank" rel="nofollow">Briley Daniel A.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Malanchini Margherita&option=202" target="_blank" rel="nofollow">Malanchini Margherita;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Tackett Jennifer L.&option=202" target="_blank" rel="nofollow">Tackett Jennifer L.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Harden K. Paige&option=202" target="_blank" rel="nofollow">Harden K. Paige;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Tucker‐Drob Elliot M.&option=202" target="_blank" rel="nofollow">Tucker‐Drob Elliot M.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Wrzus Cornelia&option=202" target="_blank" rel="nofollow">Wrzus Cornelia;</a> </p> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zkzz" style="display: none;">展开▼</span> </div> </li> <li> <div style="display: flex;"> <span class="lefttit">作者单位</span> <div style="position: relative;margin-left: 3px;max-width: 639px;"> <div class="threelineshidden zhankaihshouqi" id="fOrgthree"> <p>Department of PsychologyUniversity of Illinois at Urbana‐ChampaignChampaign IL USA;</p> <p>Department of PsychologyUniversity of Illinois at Urbana‐ChampaignChampaign IL USA;</p> <p>Department of Psychology and Population Research CenterUniversity of Texas at AustinAustin TX USA;</p> <p>Department of PsychologyNorthwestern UniversityEvanston IL USA;</p> <p>Department of Psychology and Population Research CenterUniversity of Texas at AustinAustin TX USA;</p> <p>Department of Psychology and Population Research CenterUniversity of Texas at AustinAustin TX USA;</p> </div> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zhdw" style="display: none;">展开▼</span> </div> </div> </li> <li > <span class="lefttit">收录信息</span> <span style="width: 86%;vertical-align: text-top;display: inline-block;"></span> </li> <li> <span class="lefttit">原文格式</span> <span>PDF</span> </li> <li> <span class="lefttit">正文语种</span> <span>eng</span> </li> <li> <span class="lefttit">中图分类</span> <span><a href="https://www.zhangqiaokeyan.com/clc/385.html" title="个性心理学（人格心理学）">个性心理学（人格心理学）;</a></span> </li> <li class="antistop"> <span class="lefttit">关键词</span> <p style="width: 86%;vertical-align: text-top;"> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=achievement goal orientation&option=203" rel="nofollow">achievement goal orientation;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=behaviour genetics&option=203" rel="nofollow">behaviour genetics;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=academic motivation&option=203" rel="nofollow">academic motivation;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=conscientiousness&option=203" rel="nofollow">conscientiousness;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=gene?×?development interaction&option=203" rel="nofollow">gene?×?development interaction;</a> </p> <div class="translation"> 机译：成就目标取向;行为遗传学;学术动机;休闲性;基因？×？发展互动; </div> </li> </ul> </div> </div> <div class="literature cardcommon" id="literaturereference" style="display:none"> <div class="similarity "> <h3 class="all_title" id="enpatent111">引文网络</h3> <div class="referencetab clearfix"> <ul id="referencedaohang"> <li dataid="referenceul">参考文献</li> <li dataid="citationul">引证文献</li> <li dataid="commonreferenceul">共引文献</li> <li dataid="commoncitationul">同被引文献</li> <li dataid="tworeferenceul">二级参考文献</li> <li dataid="twocitationul">二级引证文献</li> </ul> </div> <div class="reference_details" id="referenceList"> <ul id="referenceul"></ul> <ul id="citationul"></ul> <ul id="commonreferenceul"></ul> <ul id="commoncitationul"></ul> <ul id="tworeferenceul"></ul> <ul id="twocitationul"></ul> </div> </div> </div> <div class="literature cardcommon"> <div class="similarity "> <h3 class="all_title" id="enpatent66">相似文献</h3> <div class="similaritytab clearfix"> <ul> <li class="active" >外文文献</li> <li >中文文献</li> <li >专利</li> </ul> </div> <div class="similarity_details"> <ul > <li> <div> <b>1. </b><a class="enjiyixqcontent" href="/journal-foreign-detail/0704023249665.html">Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age href="#per2202-note-1001"/></a> <b>[J]</b> . <span> <a 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