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1.
《Scientific Studies of Reading》2013,17(3):207-229
An achievement goal framework was used to examine changes in students' motivation for reading and writing in the late elementary years and to evaluate a classroom intervention project. The longitudinal study involved 431 students in Grades 3 to 5. Results showed significant declines in task-mastery and performance goals within the school year and across grade levels. There were few sex differences in students' goals for reading and writing. The intervention project included 8 teachers and 187 students in Grade 3. This study showed how various instructional modifications can influence students' achievement goals, perceived competence, and strategy use in reading and writing. As teachers provided more opportunities for students to complete challenging, collaborative, and multiday assignments, students became less focused on performance goals, and low-achieving students reported less work avoidance. The educational implications of this research are discussed. 相似文献
2.
《The Journal of educational research》2012,105(2):106-112
Abstract The authors assessed how classroom structure influenced student achievement goal orientation for mathematics. Three elementary school classes were assigned randomly to 1 classroom structure condition: token economy, contingency contract, or control. Students in each condition were required to set individual achievement goals on a weekly basis. The authors assessed differences in goal orientation by comparing the number of learning vs. performance goals that students set within and across classroom structure conditions. Results indicated that students in the contingency-contract condition set significantly more learning goals than did students in other classroom structure conditions. No significant differences were found for performance goals across classroom structure conditions. Within classroom structure conditions, students in the contingency-contract group set significantly more learning goals than performance goals, whereas students in the token-economy condition set significantly more performance goals than learning goals. 相似文献
3.
The definition, measurement, prevalence, and relations of mastery-avoidance goals with engagement outcomes are still under debate. Study 1 (n = 256) aimed to investigate these issues among junior high and high school students in two domains. Findings indicated that students distinguished between the three commonly assessed achievement goals and mastery-avoidance goals. Moreover, students distinguished between the two standards conceived to underlie mastery-avoidance goals—task-mastery and intrapersonal competence. However, the task-mastery items failed to show reliability. Study 2 (n = 118) aimed to replicate the results of Study 1 as well as to investigate the associations of mastery-avoidance goals with self-regulation strategies and affect in school. Intrapersonal mastery-avoidance goals were positively related to adaptive strategies and negatively with maladaptive strategies. Moreover, when combined with mastery-approach goals, intrapersonal mastery-avoidance goals enhanced students’ reports of adaptive affect in school. The implications of these findings to theory, method, and future directions are discussed. 相似文献
4.
This study examined the longitudinal trajectories of achievement goal profiles in mathematics from third to seventh grade in a sample of 302 German students. Latent profile analyses were conducted separately for each school year and revealed three subgroups of students with distinct goal profiles labeled high multiple goals, moderate multiple goals, and primarily mastery-oriented. Only about one third of the students held the same goal profile across all school years. The amount of students pursuing moderate multiple goals increased over time, which supplements previous findings and theorizing about an ongoing differentiation of achievement goals during early adolescence. There were remarkably few differences in educational outcomes (interest, effort, achievement) between students from distinct goal profile groups. However, high multiple goal students showed the lowest test scores in sixth and seventh grade. Moreover, if students showed low performance during one school year, they were more likely to adopt a high multiple goals profile in the following year. Results are discussed in relation to individual cognitive developments, changes in school environments, and special characteristics of educational systems. 相似文献
5.
School transitions are important phases in students’ educational experiences. The current study aimed to explore the trajectories of academic and social motivation across the transition from elementary to middle school. Participants (N = 415) were sampled from six elementary schools; 55% transitioned after sixth grade (transition) and 45% remained at the same school (no-transition). The students reported academic and social goals and perceived teacher goal emphasis at four time points over two successive years. A growth curve analysis revealed that students who transitioned reported a greater decline in mastery goals and an increase in performance-approach goals. Students from no-transition schools reported higher initial levels for all social goals, with a steeper decline in seventh grade. Perceived teacher goal emphasis was associated with social development goals over time. Practitioners should be aware that school transitions may influence academic motivation but may not similarly influence social motivation. 相似文献
6.
This review examines the impact of future goals on motivation and learning in multicultural classrooms. Across cultures, schooling is a future-oriented investment. Studies of minority students' school achievement have advanced future goals as a crucial protective factor in the face of frequent school failure. At the same time, cultural discontinuities and limited opportunities in minority students' school careers may weaken the motivational force of the future. Our review of the seemingly contradictory evidence on the role of the future in minority students' school achievement calls for a more fine-grained motivational theory of the future. Specifically, converging findings support conceptual distinctions (a) between positive and negative perceptions of the instrumentality of school tasks for future goals, and (b) between internal and external regulation of classroom behaviour by future goals. Thus, positive instrumentality and internal regulation enhance intrinsic motivation and adaptive learning in multicultural classrooms. We conclude that the motivational force of future goals can be generalized to minority students and that it depends crucially on perceived instrumentality and internal regulation. 相似文献
7.
The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development. 相似文献
8.
Eleftheria N. Gonida Katerina Voulala Grigoris Kiosseoglou 《Learning and individual differences》2009,19(1):53-60
The role of perceived school goal structures and parent goals in predicting adolescents' goal orientations and their behavioral and emotional engagement in the classroom was examined in the present study. Surveys were given to a sample of 271 seventh- and ninth-grade students. Path analyses showed that (a) perceived school mastery goal structures and parent mastery goals predicted student mastery goal orientation, perceived school and parent performance goals predicted student performance-avoidance goal orientation, whereas performance-approach orientation was only predicted by perceived parent performance goals; (b) perceived school and parent mastery goals predicted behavioral but not emotional engagement directly as well as indirectly through the mediation of student mastery goal orientation; (c) behavioral and emotional engagement were predicted by student mastery goal orientation. Results are discussed in relation to current theory and their implications for promoting adaptive patterns of learning in the school and the family context. 相似文献
9.
We examined two aspects of college students' (N = 385) sense of belonging and its relations with three indicators of self-regulated learning. We also tested the mediating role of achievement goals in these relations. One aspect, sense of belonging to school, functioned as a significant predictor of self-reported metacognitive and academic time management strategies. In comparison, a second aspect, sense of belonging to peer groups, was a significant predictor of self-reported peer learning strategies. Findings from the mediation analyses indicated that sense of belonging to school was related with mastery goals, whereas sense of belonging to peer groups was related with performance goals. Further, mastery goals mediated the relations between sense of belonging to school and metacognitive and academic time management strategies. 相似文献
10.
《Contemporary educational psychology》2005,30(1):43-59
This study tested and extended Dweck’s social-cognitive theory of motivation with adults who deliberately chose to face the challenge of returning to school. We examined the relationships among beliefs (implicit theories) on the nature of intelligence, goal orientation, cognitive engagement in learning, and achievement using path analyses. Findings were generally consistent with Dweck’s theoretical predictions. Striving for competence improvement (mastery goals) had a positive impact on learning activities and outcomes, while striving to demonstrate competence (performance goals) or to avoid effort (work avoidance) had a negative influence on learning and achievement. Additionally, data suggested that mastery goals had a positive influence on academic achievement through the mediation of effort expenditure. The predicted effects of implicit theories of intelligence on goal orientation and cognitive engagement in learning, however, failed to emerge. Results are discussed in relation to their general theoretical implications and with regard to the specific characteristics of returning to school adults. 相似文献
11.
Jenny Sthlberg Heta Tuominen Antti‐Tuomas Pulkka Markku Niemivirta 《Psychology in the schools》2021,58(1):162-184
In this study, we examined what kind of perfectionistic profiles (i.e., different patterns of perfectionistic strivings and concerns) can be identified among general upper‐secondary school students, how stable those profiles are over the school year, and how they are connected with students' motivation (i.e., achievement goal orientations). Four distinct profiles were identified. Students with high strivings and low concerns had their focus mainly on mastery, while students with an opposite profile emphasized performance‐avoidance and work‐avoidance orientations. Students with high strivings and concerns favored both performance‐ and mastery‐related goals, whereas students characterized by low strivings and low concerns did not display a dominant tendency toward any orientation. Perfectionistic profiles were relatively stable over time, with the majority of students reporting similar tendencies across the measurements, and with no extreme changes observed. Some indications of more students displaying less adaptive perfectionistic tendencies by the end of the school year were nevertheless found. Our findings demonstrate not only stability in perfectionistic tendencies, but also their motivational relevance in the academic context where students' goals and performance concerns play an important role. 相似文献
12.
AbstractA primary goal our study was to explore whether relations between academic anxiety and students’ use of a range of learning strategies (memorisation, elaboration, personal best [PB] goals and cooperation) were mediated by academic buoyancy. We were also interested in extending knowledge of anxiety and its role in students’ learning strategy use. Given mixed findings regarding the impact of language spoken at home on psycho-educational factors, our third aim involved investigating the extent to which relationships were moderated by language (English vs. Chinese-speaking). The sample consisted of n = 380 English-speaking and Chinese-speaking (Mandarin and Cantonese) Australian high school students, with groups (n = 190 each) matched on age and gender, and controlling for parental education and prior academic achievement. We found mediation effects of academic buoyancy across the four learning strategies. In addition, anxiety was positively associated with memorisation, elaboration and PB goals in the mediation analyses. Mediation effects were broadly similar across the two languages; however, there were some significant differences across the two groups. Findings hold relevance for future research on academic buoyancy’s nomological network, the role of language spoken at home in the academic process and the design of interventions addressing academic buoyancy and academic anxiety. 相似文献
13.
William J. Ruth 《Psychology in the schools》1996,33(2):153-158
Goal setting and behavior contracting were combined for students with emotional and behavioral difficulties in a public elementary school. Attainment for daily, weekly, and total contract goals were analyzed over 5 years across 43 special education students. Goal setting involved goal specificity, goal difficulty, goal acceptance, and performance feedback. Behavior contracts involved a main goal, target behavior, recording, feedback, and reward contingency. Contracts focused on low-frequency behaviors to be increased (e.g., cooperation), or high-frequency behaviors to be decreased (e.g., aggression). Mean completion time for contracts was 6.4 weeks. Results indicated high and consistent attainment percentages for daily (75%), weekly (72%), and total (86%) contract goals. Findings suggest that the motivational aspects of behavior contracting and goal setting may combine to produce maximum success for students with emotional and behavioral difficulties. Limitations and implications are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
14.
Kathrin Bürger Manfred Schmitt Adam A. Augustine 《Zeitschrift für Erziehungswissenschaft》2016,19(1):121-155
Both school achievement goals (mastery, performance approach, performance avoidance goals) and well-being goals (work avoidance, affiliation goals) are important predictors of learning and achievement related outcomes. However, disagreement exists regarding the definition of goals as relatively stable traits versus situational states that react sensitive to contexts. This paper presents the development of an inventory for the assessment of students’ multiple state and trait goals. In Study 1, students (N?=?196) answered the trait items. The results of an exploratory factor analysis indicated the construct validity of the goals. In Study 2, students completed trait and state scales in different weeks (N?=?542) and repeatedly after 12 weeks each. Confirmatory factor analyses as well as correlations with state and trait reference constructs confirmed the convergent and differential validity of both the trait and the state goal factors. The instrument offers a brief, reliable, and valid measure of multiple state and trait goals. Latent state trait analyses revealed that some state goals are surprisingly robust against situational influences and equally stable across time as corresponding trait goals, whereas other goals are more dependent on the learning situation. 相似文献
15.
The current study examined how teachers’ perfectionism (personal standards [PS] and concern over mistakes [COM]) relates to their achievement goals for teaching, instructional practices (creation of mastery vs. performance classroom goal structures), job satisfaction, and flow experience during teaching. The data were collected from teachers (N = 143; mean age = 43.5; 70% female; 100% European American) practicing in the Midwestern U.S. Path analyses indicated that teachers’ high personal standards predicted endorsement of mastery goals for teaching, creation of mastery goal structure emphasizing personal progress and learning, high job satisfaction, and frequent flow experience during teaching. On the contrary, teachers’ high concern over mistakes predicted endorsement of performance-approach and -avoidance goals, creation of classroom performance goal structure emphasizing competition among students, low job satisfaction, and infrequent flow experience during teaching. A significant interaction between PS and COM was found for fluency (subscale of flow) experience, indicating that PS can buffer the harmful effects of COM. Therefore, the study evidenced the benefits of PS and the drawbacks of COM. 相似文献
16.
This study was conducted to determine if a planning and writing strategy would improve the essay writing of students with learning disabilities. Four participants were taught a strategy designed to facilitate the setting of product and process goals, generation and organization of notes, continued planning during writing, and evaluation of goal attainment. Training effects were investigated using a multiple probe design across subjects. Strategy instruction had a positive effect on students' essay writing performance and knowledge of the writing process, and effects were maintained over time. 相似文献
17.
Susan M. Brookhart 《Educational Assessment》2013,18(4):268-296
Twenty-eight studies of grades, over a century, were reviewed using the argument-based approach to validity suggested by Kane as a theoretical framework. The review draws conclusions about the meaning of graded achievement, its relation to tested achievement, and changes in the construct of graded achievement over time. Graded achievement reflects students' broad accomplishment of classroom and school learning goals, including goals about how to learn. Both high school and elementary grades contain information about school achievement that includes being socialized into the way learning happens in classrooms. Graded achievement reflects specific course learning goals and therefore varies according to subject; academic course grades align more closely with tested achievement than noncore course grades. Graded achievement also reflects individual teachers' grading practices and emphases about what is important to learn. Report card grades can be reliable and valid measures of graded achievement, but may not be depending on individual teachers' grading practices. 相似文献
18.
Securing quality and equity in education: Lessons from PISA 总被引：2，自引：0，他引：2
Andreas Schleicher 《Prospects》2009,39(3):251-263
Results from PISA show that strong educational performance, and indeed significant improvement over short periods of time,
is possible. Whether in Asia (e.g., Japan and Korea), in Europe (e.g., Finland) or in North America (Canada), many countries
display strong overall learning outcomes; equally important, they show that poor performance in school does not automatically
follow from a disadvantaged socio-economic background. Furthermore, some countries show that educational success can become
consistent and predictable, with very little variation in performance across schools. These countries set the goals to which
others can aspire. This article sets out some of the key policy levers that are associated with high levels of quality in
students’ learning outcomes as well as an equitable distribution of learning opportunities as measured by PISA. 相似文献
19.
The purpose of this study was to investigate 8th graders with different learning styles their motivation outcomes after implementing
10 weeks (40 hours) inquiry-based teaching. Two hundreds and fifty four 8th graders were involved in experimental group, this
group of students experienced inquiry instruction. Two hundreds and thirty two 8th graders were involved in control group,
they were taught by traditional science teaching. Students' motivation toward science learning questionnaire (SMTSL) (Tuan,
Chin & Shieh, 2005) were implemented in both groups in the beginning and at the end of the study. Students in the experimental
group filled out learning preference questionnaire (Lumsdaine & Lumsdaine, 1995) in the beginning of the study. Forty students
which represent different learning styles were chosen from five experimental classes to conduct post-test interview. Paired
t-test, MANOVA, analytic inductive methods were used for analyzing both qualitative and quantitative data. Findings indicated
that after inquiry instruction students' motivation increased significantly (p<.001) than students who enrolled in traditional teaching. Four different learning styles of students increased significantly
(p<.005) in SMTSL scales: self-efficacy, active learning strategies, science learning value, performance goal and achievement
goal. No significant difference was found among four learning styles of students' motivation after inquiry teaching. Interview
data supported that most of students with different learning styles were willing to participate in the inquiry learning activities,
while they hold different reasons for their engagement. Findings confirm inquiry-based science teaching can motivate students
with different learning styles in science learning.
An erratum to this article is available at . 相似文献
20.
This study examined the effects of student and parent goal orientations and perceived classroom goal structures on grades and self-efficacy in mathematics during the high school transition. From a sample of 50 African American families living in a low-income school district, student survey data and open-ended parent interviews were examined. There were three significant findings. First, students who espoused more mastery goals in high school mathematics experienced more positive changes in self-efficacy and grades in mathematics during the high school transition than did their peers. Second, students who perceived more mastery and less performance goal structures in their high school math classrooms experienced more positive changes in mathematics self-efficacy during the transition than did their peers. Third, adolescents whose parents espoused mastery goals had higher grades than did their peers whose parents did not espouse mastery goals. Results indicate that mastery goals may be more influential in determining achievement and motivation in mathematics for African American students than are performance goals during the high school transition. 相似文献