When first-generation students succeed at university: On the link between social class, academic performance, and performance-avoidance goals

Abstract : Past research has fully documented that at University, social-class background affects one's perception of his or her fitting in within the system. The present paper tests social class and academic performance as predictors of performance-avoidance goal endorsement (i.e., trying to avoid performing poorly) in a psychology university context. We argue that first-generation students are achieving an upward mobility-a process that is costly, especially for those closer to achieving it (i.e., high achievers). In three classroom context studies, students reported their performance-avoidance goals. Their previous academic achievements as well as their parental level of education were examined as predictors of these goals. The results of the three studies demonstrated that the higher their academic level, the more first-generation students endorsed performance-avoidance goals compared with continuing-generation students. The results are discussed with regard to the upward mobility process that these students are about to achieve
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Contemporary Educational Psychology, Elsevier, 2015, 41, pp.25 - 36. 〈10.1016/j.cedpsych.2014.11.001〉
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https://hal.archives-ouvertes.fr/hal-01859639
Contributeur : Mickaël Jury <>
Soumis le : mardi 20 novembre 2018 - 16:38:12
Dernière modification le : samedi 1 décembre 2018 - 01:11:52

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Mickaël Jury, Annique Smeding, Martine Court, Céline Darnon. When first-generation students succeed at university: On the link between social class, academic performance, and performance-avoidance goals. Contemporary Educational Psychology, Elsevier, 2015, 41, pp.25 - 36. 〈10.1016/j.cedpsych.2014.11.001〉. 〈hal-01859639〉

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