Stability and change in academic achievement goals: A meta-analysis of longitudinal studies.

Abstract

Stability and change in students' achievement goals (AGs) are of great relevance for educational research and practice. In two separate meta-analyses, we investigated the rank-order stability (93 studies, 569 effect sizes, 54,736 students), as well as the mean-level change (157 studies, 1,170 effect sizes, 81,464 students) in AGs throughout students' academic careers (K-12 to university). We found that the average rank-order stability of AGs (ρ = .51) was in the approximate range of rank-order stability reported for personality traits and other motivational constructs. Stability increased with students' grade level and decreased with increasing interval duration between measurement points. Overall, the mean levels of all AGs declined throughout K-12 (Glass's Δ ranged from −.15 to −.06 per year), indicating a quantitative decrease in AGs throughout this academic stage. During the university years, only mastery-approach goals significantly declined (Δ = −.22 per year), indicating a qualitative decrease in AGs. Educational Impact and Implications StatementThis meta-analytic research investigates how consistent students' achievement goals (AGs) remain and how they change from K-12 to university. We found that while students' AGs are generally moderately stable, the level of these goals tends to decline over time, particularly during K-12 education; certain goals, such as striving for mastery and personal growth, continue to decline at university. These findings highlight the importance of educational strategies that maintain students' motivation and engagement throughout their academic careers. The findings are crucial for educators, policymakers, and parents seeking to foster consistent and motivated learning in their students.