A longitudinal analysis of the relationships between students’ internalized symptoms and achievement goals.

Abstract

Previous research revealed that internalized symptoms of depression and anxiety are associated with adolescents' academic motivation. However, a gap remains regarding the longitudinal relationships between students internalized symptoms and their motivational functioning. Using achievement goals to conceptualize motivational functioning, this study examined the longitudinal relationships between adolescents' trajectories of achievement goals and their symptoms of depression and anxiety over a 6-year period. The sample included 762 students (55% girls) who completed an annual survey across adolescence (M age at Time 1 ϭ 11.80 years, SD ϭ 0.44). Growth curve analyses with time-varying covariates revealed that an increase in students' depression symptoms predicted a decrease in their mastery goals, while an increase in their anxiety symptoms predicted an increase in their performanceapproach and avoidance goals. Results were robust when controlling for students' gender, perceived classroom goal structures, and age. These findings corroborate, from a longitudinal perspective, theoretical frameworks that linked student motivation and emotions, and emphasize the importance of considering trajectories of adolescent symptoms of depression and anxiety in understanding their motivational development across adolescence.

Adolescent dropout from brief digital mental health interventions within and beyond randomized trials

“…Results suggested that symptoms of distress at baseline did not affect dropout, which could be a result of the brevity of SSIs. Loss of motivation is associated with internalizing symptoms, which suggests lengthier interventions may be more difficult for individuals with high internalizing symptoms to complete ( Madjar et al, 2021 ). Intentionally brief interventions may reduce this barrier and equalize completion rates for individuals with higher symptoms and lower symptoms.…”

The interconnected development of depressive symptoms and school functioning from mid-adolescence to early adulthood: A piecewise growth mixture analysis.

“…However, performance-avoidance goals seem to be even more damaging to youth's mental health DEPRESSIVE SYMPTOMS AND SCHOOL FUNCTIONING than performance-approach goals (Ellis et al, 2019;Masselink et al, 2018;Miller & Markman, 2007;Rudolph et al, 2018;Sherratt & MacLeod, 2013;Sideridis, 2005;Winch et al, 2015). Likewise, students pursuing mastery goals in general tend to display a better adjustment and fewer depressive symptoms than their peers pursuing performance (approach or avoidance) goals (Madjar et al, 2021). Unfortunately, the distinction between masteryintrinsic and mastery-extrinsic goals has not yet been investigated in relation to youth's depression trajectories.…”

Adolescent Dropout from Brief Digital Mental Health Interventions Within and Beyond Randomized Trials

“…This may also be a result of the brevity of SSIs. Loss of motivation is associated with internalizing symptoms, which suggests lengthier interventions may be more difficult for individuals with high internalizing symptoms to complete (Madjar et al, 2021). Intentionally brief interventions may reduce this barrier and equalize completion rates for individuals with higher symptoms and lower symptoms.…”