The dominant achievement goal in Dutch secondary education

Abstract

Three key issues for the 2x2 framework and the DAG 1.3 The Dutch system of secondary education 1.4 Overview of the content of the thesis Chapter 2 The Dominant Achievement Goal across Tracks in High School 2.1 Introduction 2.1.2 The achievement goal approach 2.1.3 Educational track and achievement goal 2.1.4 The Personal Investment Model (PIM) and motivational profiles 2.2 Method 2.2.1 Procedure 2.2.2 Participants 2.2.3 Measures 2.2.4 Data analysis strategy 2.3 Results 2.3.1 The prevalence of the dominant achievement goal 2.3.2 The prevalence of the dominant achievement goal across tracks 2.3.3 Sex, dominant achievement goal, and track 2.3.4 Motivational characteristics of the DAG groups 2.4 General Discussion 2.4.1 Strengths and weaknesses 2.4.2 Suggestions for further research 2.4.3 Conclusions Chapter 3 The Dominant Achievement Goal and Academic outcomes across Tracks in High School 3.1 Introduction 3.1.1 The achievement goal approach 3.1.2 The achievement goal and academic outcomes 3.1.3 The achievement goal and school subjects 3.1.4 The dominant achievement goal 3.1.5 Tracked systems and achievement goals 3.1.6 The present research 3.