On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap.

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  • Author(s): Crouzevialle, Marie, Department of Psychology, New York University, New York, NY, US, Crouzevialle, Marie, Department of Psychology, New York University, New York, NY, US, ; Darnon, Céline, Laboratory of Social and Cognitive Psychology, Clermont Auvergne University, France
  • Source:
    Journal of Educational Psychology, Vol 111(7), Oct, 2019. pp. 1261-1272.
  • Publisher:
    US : American Psychological Association
  • Publication Type:
    Journal; Peer Reviewed Journal
  • Document Type:
    Journal Article
  • Additional Information
    • Address:
      Crouzevialle, Marie, Department of Management, Technology, and Economics, Swiss Federal Institute of Technology (ETH Zurich), Weinbergstrasse 56/58, 8092, Zurich, Switzerland, mcrouzevialle@ethz.ch
    • Other Publishers:
      US : Warwick & York
    • Keywords:
      status, performance, social class, performance-approach goals, achievement gap
    • Subject Terms:
    • PsycINFO Classification:
      Academic Learning & Achievement (3550)
    • Population:
      Human
      Male
      Female
    • Location:
      France; US
    • Age Group:
      Adulthood (18 yrs & older)
      Young Adulthood (18-29 yrs)
      Thirties (30-39 yrs)
      Middle Age (40-64 yrs)
    • Tests & Measures:
      Reasoning Task
      Achievement Goal Questionnaire
    • Grant Sponsorship:
      Sponsor: Institut Universitaire de France, France
      Recipients: No recipient indicated

      Sponsor: Swiss National Science Foundation, Switzerland
      Grant Number: P2LAP1_161878
      Recipients: Crouzevialle, Marie
    • Methodology:
      Empirical Study; Quantitative Study
    • Physical Description:
      Electronic
    • Publication Date:
      First Posted: Feb 28, 2019; Accepted: Jan 18, 2019; Revised: Jan 17, 2019; First Submitted: Jul 11, 2018
    • Publication Date:
      20190228
    • Publication Date:
      20191007
    • Copyright:
      American Psychological Association. 2019
    • Accession Number:
      http://dx.doi.org/10.1037/edu0000349
    • Accession Number:
      edu-111-7-1261
    • Accession Number:
      2019-10560-001
  • Citations
    • ABNT:
      CROUZEVIALLE, M.; DARNON, C. On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap. Journal of Educational Psychology, [s. l.], v. 111, n. 7, p. 1261–1272, 2019. DOI 10.1037/edu0000349. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edspdh&AN=2019-10560-001&custid=s8280428. Acesso em: 18 jan. 2020.
    • AMA:
      Crouzevialle M, Darnon C. On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap. Journal of Educational Psychology. 2019;111(7):1261-1272. doi:10.1037/edu0000349.
    • APA:
      Crouzevialle, M., & Darnon, C. (2019). On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap. Journal of Educational Psychology, 111(7), 1261–1272. https://doi.org/10.1037/edu0000349
    • Chicago/Turabian: Author-Date:
      Crouzevialle, Marie, and Céline Darnon. 2019. “On the Academic Disadvantage of Low Social Class Individuals: Pursuing Performance Goals Fosters the Emergence of the Achievement Gap.” Journal of Educational Psychology 111 (7): 1261–72. doi:10.1037/edu0000349.
    • Harvard:
      Crouzevialle, M. and Darnon, C. (2019) ‘On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap’, Journal of Educational Psychology, 111(7), pp. 1261–1272. doi: 10.1037/edu0000349.
    • Harvard: Australian:
      Crouzevialle, M & Darnon, C 2019, ‘On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap’, Journal of Educational Psychology, vol. 111, no. 7, pp. 1261–1272, viewed 18 January 2020, .
    • MLA:
      Crouzevialle, Marie, and Céline Darnon. “On the Academic Disadvantage of Low Social Class Individuals: Pursuing Performance Goals Fosters the Emergence of the Achievement Gap.” Journal of Educational Psychology, vol. 111, no. 7, Oct. 2019, pp. 1261–1272. EBSCOhost, doi:10.1037/edu0000349.
    • Chicago/Turabian: Humanities:
      Crouzevialle, Marie, and Céline Darnon. “On the Academic Disadvantage of Low Social Class Individuals: Pursuing Performance Goals Fosters the Emergence of the Achievement Gap.” Journal of Educational Psychology 111, no. 7 (October 2019): 1261–72. doi:10.1037/edu0000349.
    • Vancouver/ICMJE:
      Crouzevialle M, Darnon C. On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap. Journal of Educational Psychology [Internet]. 2019 Oct [cited 2020 Jan 18];111(7):1261–72. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edspdh&AN=2019-10560-001&custid=s8280428