共查询到20条相似文献，搜索用时 750 毫秒
1.
Travis M. Wilson Chanjin Zheng Katherine A. Lemoine Caroline P. Martin Yue Tang 《Journal of Experimental Education》2016,84(4):723-743
Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported adjustment variables. Cluster analysis revealed four groups of students: mastery (above average in mastery goals, below average in performance-approach and performance-avoidance goals), multi-goal (above average in all three goals), avoidant (above average in performance-avoidance goals, below average in mastery and performance-approach goals), and low motivation (below average in all three goals). Clusters differed in self-reported academic self-efficacy and perceptions of teacher support, teacher-reported academic competence, and peer nominations of social status. Mastery students had the most adaptive profiles; low motivation, the least adaptive. Avoidant boys had more maladaptive profiles than avoidant girls. 相似文献
2.
Amanda Jansen 《Educational Studies in Mathematics》2009,71(2):145-160
Prospective elementary teachers’ (N = 148) motivation to participate in whole-class discussions during mathematics content courses for teachers, as expressed
in their own words on an open-ended questionnaire, were studied. Results indicated that prospective teachers were motivated
by positive utility values for participating (to achieve a short-term goal of learning mathematics or a long-term goal of
becoming a teacher), to demonstrate competence (to achieve performance-approach goals), or to help others (to achieve social
goals). Negative utility values for participating were expressed by those who preferred to learn through actively listening.
Five motivational profiles, as composed of interactions among motivational values, beliefs, goals and self-reported participation
practices, were prevalent in this sample. Self-reported variations among participants’ utility values and participation practices
suggested that prospective teachers engaged differentially in opportunities to learn to communicate mathematically. Results
provide pedagogical learner knowledge for mathematics teacher educators.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
3.
This study examined the longitudinal reciprocal relations between academic self-concept, achievement goals (i.e., performance-approach, performance-avoidance, and mastery), and achievement (i.e., self-reported grades) in mathematics. The research aim was twofold. First, we examined the confound hypothesis, which states that performance-approach goals do not feature any incremental validity in predicting achievement over and above students' competence perceptions (i.e., academic self-concept). In addition, we expanded research on the confound hypothesis by also investigating performance-avoidance and mastery goals. Second, we investigated the predictive validity of all three achievement goals for changes in academic self-concept. Seven hundred sixty-nine students (50.78% female) attending the highest track of the German three-tier secondary school system participated in three waves of measurement in Grades 5, 6, and 8. Our findings confirmed the confound hypothesis: Performance-approach goals did not explain achievement over and above academic self-concept. The same findings applied to performance-avoidance and mastery goals. Furthermore, performance-approach goals were positively related to academic self-concept changes, whereas performance-avoidance goals showed a negative relation to academic self-concept changes over time. Mastery goals were not associated to changes in academic self-concept. Academic self-concept and achievement showed positive reciprocal relations. To conclude, our results point to complex relations between achievement goals, academic self-concept, and academic achievement over time. 相似文献
4.
During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic tracks. Currently, there is a lack of research examining the changes in achievement goals (mastery-approach, performance-approach, and performance-avoidance goals) and in the association between achievement goals and school achievement during the transition to these different school tracks. There were 1646 students who participated in a large-scale, three-wave longitudinal study from Grade 4 to Grade 6. While results revealed only slight differences between the two school tracks, the three types of achievement goals declined over time. In elementary school mastery-approach goals were positively and performance-approach goals negatively associated with school grades. After the transition to secondary school mastery-approach goals predicted school grades positively, whereas performance-approach goals negatively influenced achievement (academic track). Overall, the results indicate that between-school-tracking plays a minor role for the development of achievement goals and the relation between goals and achievement. 相似文献
5.
Joshua Gisemba Bagaka��s 《International Journal of Science and Mathematics Education》2011,9(4):817-842
The study identified two dimensions of teacher self-efficacy and practices and five dimensions of students’ mathematics self-efficacy
and sought to determine the extent to which teacher characteristics and practices can enhance secondary school students’ self-efficacy.
Data were collected from 13,173 students in 193 teachers’ classrooms from 141 schools in the 10 districts of Lake Victoria
Region of Kenya. Two-level hierarchical linear model revealed that teachers’ frequent use of mathematics homework, their level
of interest and enjoyment of mathematics, as well as their ability and competence in teaching mathematics were found to play
a key role in promoting students’ mathematics self-efficacy. Teachers’ ability and competence in teaching were also found
to be effective in narrowing the gender gap in students’ self-confidence and competence in mathematics. The study recommends
that teacher training colleges emphasize such teacher practices and values in order to enhance students’ mathematics self-efficacy,
reduce their level of anxiety and fear of mathematics, and consequently, enhance their achievement in mathematics. Professional
development opportunities should also be made available to in-service teachers to continually update their knowledge and skills
and develop new strategies for teacher effectiveness. 相似文献
6.
Winnie Mucherah 《Learning Environments Research》2008,11(1):63-81
This study examined classroom climate and student goal structures in high-school biology classrooms in Kenya. Participants
included 891 students and their teachers in Grades 10 and 11 from two same-sex boarding schools—one for boys and the other
for girls. School differences were found on all classroom climate aspects except teacher support and competition. Relative
to tenth graders, eleventh graders perceived their classrooms to be higher in teacher support, task focus, competition, rule
strictness, and innovation. There were school and grade differences in students’ goal structures, with School 1 students,
relative to School 2 students, perceiving more personal performance-approach goals and their teachers as encouraging performance-approach
goals. Eleventh graders reported more performance-approach goals at both the personal and teacher levels. Teachers perceived
their classroom climates more positively than their students. Observation data provides interpretative information. 相似文献
7.
Adopting a combination of expectancy-value and achievement goal theories, this study examined the role of self-efficacy, task value, and achievement goals in students’ learning strategies, task disengagement, peer relationship, and English achievement outcome. A sample of 1475 Year-9 students participated in the study. A structural equation model showed that while task value predicted only mastery goals, self-efficacy predicted each of the three types of achievement goal. Mastery and performance-approach goals were both positive predictors of deep learning and peer relationship. Mastery goals were also negatively associated with task disengagement and positively associated with surface learning. In contrast, performance-avoidance goals were a positive predictor of surface learning and task disengagement but a negative predictor of peer relationship. On the whole, these findings suggest that, like mastery goals, performance-approach goals can generate adaptive outcomes. 相似文献
8.
9.
“Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom 总被引：1，自引：0，他引：1
Peter Op ’t Eynde Erik De Corte Lieven Verschaffel 《Educational Studies in Mathematics》2006,63(2):193-207
A socio-constructivist account of learning and emotions stresses the situatedness of every learning activity and points to the close interactions between cognitive, conative and affective factors in students’ learning and problem solving. Emotions are perceived as being constituted by the dynamic interplay of cognitive, physiological, and motivational processes in a specific context. Understanding the role of emotions in the mathematics classroom then implies understanding the nature of these situated processes and the way they relate to students’ problem-solving behaviour. We will present data from a multiple-case study of 16 students out of 4 different junior high classes that aimed to investigate students’ emotional processes when solving a mathematical problem in their classrooms. After identifying the different emotions and analyzing their relations to motivational and cognitive processes, the relation with students’ mathematics-related beliefs will be examined. We will specifically use Frank’s case to illustrate how the use of a thoughtful combination of a variety of different research instruments enabled us to gather insightful data on the role of emotions in mathematical problem solving. 相似文献
10.
Aikaterini Vassiou Athanasios Mouratidis Eleni Andreou Konstantinos Kafetsios 《教育心理学》2016,36(5):879-897
Performance at school is affected not only by students’ achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students’ achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes and their Greek language and mathematics teachers. Results from multilevel analyses indicated that students’ mastery-approach and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students’ emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes. 相似文献
11.
Learning no longer takes place as effectively as it did before in most current Korean classrooms. Many teachers have voiced
concerns about a notably reduced level of students’ interest in and enthusiasm for learning school materials, lack of students’
attention to their lectures, and lack of students’ involvement in classroom activities. This negative change, which has been
observed since around 1997, is often referred to as “school collapse” in Korea, meaning classroom breakdown. The paper investigates
the factors that have lead to the phenomenon of the school collapse, introduces the 7th National Curriculum as one of the new reform approaches of the Korean government, and makes some suggestions to ensure more
autonomy and diversity in classrooms to promote effective teaching and learning. 相似文献
12.
Theory on achievement goals favours a trichotomous model encompassing learning goals, performance-approach, and performance-avoidance goals. Performance-avoidance goals are associated with lower achievement compared to performance-approach and learning goals. The present study investigated the predictions of this model as regards achievement after failure. Low achievement of participants with performance-avoidance goals was expected to be mediated by a high degree of negative self-related thoughts. Before manipulating achievement goals, achievement on verbal analogies was assessed. After manipulating achievement goals for an anagram task, all participants (N = 87) were exposed to failure. Subsequently, achievement on a parallel version of the verbal analogies task was assessed. Participants in the performance-avoidance goals condition showed low achievement after failure, mediated by a high degree of negative self-related thoughts. 相似文献
13.
The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy
for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework
influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning,
although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable.
No gender differences were found for any of the variables, a finding that extends prior research based on high school girls.
Educational implications about the importance of students’ homework completion and its relationship to college students’ development
of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective. 相似文献
14.
Christine M. Phelps 《Educational Studies in Mathematics》2010,75(3):293-309
The purpose of this study was to examine the sources that pre-service teachers (PSTs) use when they construct their self-efficacy
beliefs and learning goals, which compose their motivational profiles. Pre-service elementary teachers (n = 22) with different motivational profiles participated in narrative interviews designed to examine retrospectively their
past experiences in mathematics and the effect of those experiences on their motivational profiles. Results reveal that participants
relied on multiple sources to construct their efficacy beliefs and goals, including past performance, vicarious experiences,
verbal persuasions, career goals, and the fit between participants’ views of mathematics and the nature of mathematics in
their classes. While some of these factors have been identified by previous research, the contribution of the current study
is to extend this research to a new population and to elaborate on these factors. Results also help refine and extend our
knowledge of PSTs’ motivation and suggest ways that teacher educators could influence PSTs’ motivational profiles. 相似文献
15.
Antonio Valle José Carlos Núñez Ramón G. Cabanach Susana Rodríguez Pedro Rosário Cándido J. Inglés 《教育心理学》2015,35(5):634-650
The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each motivational profile was explored to explain conditions closely related to the academic engagement. The sample consisted of 2556 students from five Spanish universities. Motivational profiles were obtained by using cluster analysis followed by a relevance analysis of each goal within each motivational profile. The results support the hypothesis concerning motivational profiles, and further suggest for motivational profiles with a predominance of LG to be more adaptive. According to our findings, high level of LG in one’s motivational profile appear to be a powerful protective factor in maintaining high interest in academic work, as well as high control beliefs and self-efficacy. 相似文献
16.
《International Journal of Educational Research》2003,39(4-5):437-455
This study provides a developmental perspective on achievement goal orientations in writing using data obtained from 1266 students ranging in age from 9 to 17. The strength of task goal orientation decreased from elementary school to middle school and then increased in high school; performance-approach goals decreased from elementary school to middle school and stabilized; performance-avoid goals did not change. Gender differences in task goals favored girls at every level of schooling, whereas differences in performance-approach and performance-avoid goals favored boys. Students with higher self-efficacy, self-concept, and self-efficacy for self-regulation had higher task goals at each level of schooling than did students with lower self-beliefs. 相似文献
17.
Recent research has shown that achievement goals differ in their effects on working memory capacity and the metacognitive judgment of learning as part of the self-regulatory process. To extend this line of inquiry, we examined the effects of achievement goals on self-control, arguably the most critical subset of self-regulation. In three experiments, adolescent and early-adult learners were randomly assigned to mastery goal, performance-approach goal, and performance-avoidance goal conditions and performed self-control tasks in ego-depleting contexts. Students in the mastery goal condition demonstrated significantly better performance than students in the performance-approach goal condition on a task that required attentional control (Experiment 1) and inhibitory control after negative feedback (Experiments 2 and 3). The performance of students in the performance-avoidance goal condition did not differ significantly from that of students in the mastery goal or the performance-approach goal conditions. Planned-comparison ANCOVAs nonetheless revealed that, across all three experiments, the self-control performance of the students in the mastery goal condition was significantly better than that of the students in the two performance goal conditions combined. Mediation analysis further suggested that performance-approach and performance-avoidance goals evoked more task-irrelevant thoughts than mastery goals did, which subsequently interrupted students’ self-control performance (Experiment 3). We discuss the implications of the mechanisms underlying motivational influences on self-control for adolescents, who experience frequent self-regulation failures in learning contexts. 相似文献
18.
Two studies investigated students’ adopted mastery and performance goals for group work, with an interest in exploring whether performance-approach goals functioned differently in small groups depending on whether the social comparison target resides outside the group (i.e., between-group comparison; performance-approach between group goals) or within the group (i.e., within-group comparison; performance-approach within goals). Using a person-oriented approach, six achievement goal profiles for group work were identified for middle school students in science (NStudy1 = 309) and upper elementary school students in mathematics (NStudy2 = 218). Some profiles included varying patterns of goal endorsement (e.g., high mastery goals, low performance-approach goals) while others reflected similar levels (high, medium, low) of goals. Across both studies, the six goal profiles were associated with varying patterns of group processes, cognitive engagement, and achievement. Most notably, students in profiles with high performance-approach within group goals had more detrimental outcomes, even when mastery goals were also strongly endorsed. In contrast, students in profiles with high mastery alone or in combination with high performance-approach between group goals had adaptive group process, cognitive engagement, and achievement outcomes. Implications for the conceptualization of performance-approach goals in small groups and cautions for fostering normative standards and intergroup competition when structuring group activities are discussed. 相似文献
19.
The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of
students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning
achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms.
In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive
strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement.
In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using
learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’
typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of
strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students
to engage with cognitive and metacognitive strategy instruction. 相似文献
20.
The study described here aimed to examine the relations between test anxiety, competence beliefs and achievement goals, and in particular if the relations between competence beliefs and test anxiety were moderated by achievement goals. Pupils in their first year of secondary schooling completed self-report questionnaires for test anxiety, competence beliefs and achievement goals. Results indicated that pupils with low competence beliefs in Mathematics reported more worrisome thoughts when they held a mastery-avoidance goal and female pupils with low verbal competence beliefs reported more off-task behaviours when they held a performance-approach goal. Male pupils with low verbal competence beliefs reported fewer off-task behaviours when they held a performance-approach goal. These findings may reflect how Mathematics may be uniquely related to a fear of failure among school subjects and how the gendered nature of verbal self-concept becomes important when peer comparison is a salient goal for pupils. 相似文献