 Abstract | The aims of this study were to gain a more highly defined understanding of
academic achievement by examining possible demographic differences in students'
achievement-related cognitions; and provide information that may allow future
researchers to design programs aimed at improving students’ academic achievement
within specified demographic strata. More specifically, the aims of the present study
were two-fold, (a) to investigate sociodemographic differences in students'
achievement-related cognitions and (b) to examine the role of identity status in
students' achievement-related cognitions. The participants were 325 students (122
males and 203 females) recruited from five large secondary schools from across
Metropolitan Melbourne. The results showed that most of the significant differences
in students’ achievement-related cognitions were grade and identity status related.
This suggests that much of the variability in achievement-related cognitions measured
in this study may be environmental (i.e., grade differences) and/ or developmental
(i.e., age differences and maturation) in nature. These results are important in order to
identify at-risk groups (i.e., at-risk of achievement problems) and to better structure
learning environments and support systems for these students, in an effort to enhance
or facilitate their achievement prospects. Continued research in the area will help
provide evidence-based practices in Australian schools. |
