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1.
Engagement in academic work was viewed from a multiple goals perspective. Two studies were conducted in which high school math students completed an instrument measuring five goals students might have for doing academic work (learning goals, performance goals, obtaining future consequences, pleasing the teacher, and pleasing the family), perceived math ability, self-regulatory activities, strategies (deep or shallow) used when studying for math, and the amount of effort and persistence expended on the class. Factor analysis indicated that the five goals scales and the perceived ability scale represented unique factors. The correlations among the variables revealed theoretically consistent interrelationships. Multiple regression analyses indicated that various goals (e.g., learning goals, obtaining future consequences, and pleasing the teacher), perceived ability, and some interactions accounted for significant amounts of variance in the task engagement measures (self-regulation, strategy use, effort, and persistence) and achievement. Results are discussed in relation to current theory and their practical implications.  相似文献   

2.
One theoretical extension of Optimal Distinctiveness Theory (ODT;  and ) is that individuals will work toward the satisfaction of their own social identity needs for differentiation (standing out) and assimilation (fitting in). Because these needs serve as driving forces behind the attitudes people adopt, and the behaviors they enact, the motivational properties of these needs are likely to be manifest in achievement contexts. Bridging ODT and Expectancy-Value Theory, this article examines the prediction that academic tasks are seen by students as more important when they contribute to students’ ability to stand out (task differentiation) from and fit in (task assimilation) with their classmates. This prediction was supported among an ethnically diverse sample of STEM-focused high school students who rated the importance of 18 mathematics-related academic tasks. Additional analyses demonstrated that the association between task assimilation and task importance was stronger for students who perceived their academic learning environment to be performance-focused (performance goal structure). There also was a significant interaction between task differentiation and task assimilation, such that the association between task assimilation and task importance attenuated at higher levels of task differentiation. The present study is one of the few investigations to assess how students’ valuing within a single academic domain might fluctuate from one academic task to the next (e.g., taking notes versus working out problems on the board). The Discussion addresses the theoretical and practical significance of acknowledging differentiation and assimilation as vehicles for motivating students in the classroom.  相似文献   

3.
The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery‐approach and less mastery‐avoid achievement goals. Academic achievement (standardized test scores) did not relate with boys’ or girls’ focus toward school. These findings suggest that academic motivation, but not achievement, correspond with self‐perceptions of school as being a place to learn or school as a place for social interactions.  相似文献   

4.
We examine the intrinsic value students placed on schoolwork (i.e. academic intrinsic value) and social relationships (i.e. social intrinsic value). We then look at how these values predict middle and high school achievement. To do this, we came up with four profiles based on cluster analyses of 6,562 South Korean middle school students. The four are made up of students who are (1) high in both academic and social intrinsic values (Both-High), (2) high in academic and low in social intrinsic value (Academic), (3) low in academic and high in social intrinsic value (Social) and (4) low in both academic and social intrinsic values (Both-Low). For middle schoolers, the highest academic achievement scores belong to students fitting the Academic profile. For high schoolers, however, such scores belong to two profile groups – the Academic and Both-High profiles. The findings suggest that one component fundamentally important to academic achievement is academic intrinsic value.  相似文献   

5.
Weihua Fan 《教育心理学》2011,31(2):157-175
The present study examined the structural relations of social influences, task values, ability beliefs, educational expectation and academic engagement for both boys and girls. The structural equation modelling analyses provided nationally representative evidence of gender differences in: (1) the links from teacher–student relationship and peer friends’ academic value to student task values; and (2) the relations of student values and educational expectation with student academic engagement. Despite the detected gender differences, similar findings across gender groups were also noted. In addition, results from the Multiple Indicator Multiple Cause analyses demonstrated the existence of latent factor mean non‐invariance between boys and girls on multiple school motivational factors and social influences.  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 evolving economic landscape of the 21st century demands graduates who possess deeper learning (DL) competencies such as critical thinking and collaboration skills. Despite their importance, little work has examined the motivational mechanisms through which DL predicts essential academic outcomes. The current study (N = 1,288) used an ethnically diverse sample of students (53% Hispanic) to explore self-efficacy and mastery goal orientation as potential mediators of the relationship between (a) enrollment in a DL school and (b) academic engagement, perseverance, and mathematics achievement. Results showed that students who attended DL schools, compared with students in non-DL schools, reported higher self-efficacy, mastery goal orientation, and academic engagement. Path analyses revealed that attending a DL school was associated with higher academic engagement and self-efficacy. However, enrollment in a DL school was not directly related to mathematics achievement. Overall, results provide evidence that attending a DL school can lead to valuable motivation- and engagement-related benefits.  相似文献   

8.
This study investigated the relations between early adolescents’ academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school.  相似文献   

9.
The aim of the present study was to further examine the impact over time of single‐sex and coeducational school environments on girls’ motivation in language arts and mathematics. Two cohorts comprising 340 girls (7th to 9th grade; 9th to 11th grade) from eight coeducational and two single‐sex schools were followed during a period of three academic years in a longitudinal research scheme. Data were collected with a self‐reported questionnaire including several scales: parental and teachers’ support, competence beliefs, utility‐value and achievement goals. In general, mixed‐design repeated measures analyses of variance indicated no effect of the environment or of the interaction between environment and time of measurement. Significant time effects on several variables indicated a general decline of achievement motivation over time. Consequently, the multiplication of non‐mixed high schools, as proposed by some, would constitute an expensive and inefficient social policy, as far as girls’ motivation is concerned.  相似文献   

10.
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   

11.
Given that many high school students come to school unmotivated to learn, the purpose of this article is to examine various motivational constructs and to determine if educators are incorporating the most effective motivational strategies. In fact, adolescents vary from adults physically, cognitively, emotionally, and physiologically and, therefore, they generally differ in their perceptions on the effectiveness of a variety of motivational practices. Students are more likely to attribute their own motivation to their intrinsic desire to learn or as a result of the goals they adopt. Teachers, on the other hand, believe students are more likely to be motivated as a result of the teachers’ actions. Teachers do not always recognize which motivational constructs are the most effective, demonstrating the value of pre-service and in-service programs that stress student motivation. If educators wish to maximize student academic achievement, they must understand how to motivate students successfully.  相似文献   

12.
Private tutoring is considered an effective measure to improve academic achievement. However, previous studies have come to different conclusions regarding its effectiveness. In this study, we conducted secondary analyses using data of two longitudinal studies (approx. 8000 secondary school students) and investigated the effects of private tutoring duration and different levels of tutors' formal qualifications on subject-specific grades and test scores in 4 school subjects. OLS-regression analyses showed neither a systematic positive effect of a longer duration of tutoring nor of higher qualified tutors when prior knowledge, motivational and sociodemographic variables were controlled for. However, we found significant positive interaction effects between tutors' qualifications and students’ prior knowledge in German tutoring. Overall, we find only weak evidence that private tutoring is effective but show that students may benefit from private tutoring under certain conditions.  相似文献   

13.
This research investigated relationships among characteristics of students and learning environments influencing variables related to motivation for learning and achievement in rural high schools. Participants were 625 students in all four grades, in 19 rural, public high schools. Questionnaires assessed two environmental factors, three self-perceptual characteristics, two motivational outcomes and three achievement-related outcomes. Regression analyses were utilized to identify differential predictive relationships. Overall, teacher characteristics appeared to more strongly predict students' positive self-perceptions and motivation than did peer characteristics. Perceived ability and valuing most strongly predicted learning and future goals, which, in turn, most strongly predicted motivation. Motivational outcomes strongly predicted grade in class, but not intention to complete high school or postsecondary aspirations. Important differences emerged by subject area. Implications for research and classroom practice are discussed.  相似文献   

14.
This study investigated how achievement goals are combined to affect students’ learning. We used a multiple goals perspective, based on mastery (i.e., mastery approach) and performance (including both approach and avoidance components) goals, to examine the achievement goal patterns of 1697 Singapore Secondary 3 students in their math study. Four types of goal clusters emerged from latent class cluster analyses: Diffuse (moderate multiple), Moderate Mastery (moderate mastery/low performance approach and avoidance), Success Oriented (moderate mastery/high performance approach and avoidance), and Approach (high mastery and performance approach/low performance avoidance). Analyses of covariance were conducted to compare these four clusters on eleven cognitive, behavioral, and affective learning outcomes. In general, students in the Success Oriented and Approach groups were higher on self-efficacy, subjective task values, class engagement, homework engagement, time management, and meta-cognitive self-regulation than those in the other two groups. In addition, students in the Approach and Moderate Mastery groups were more likely to make effort when encountering difficulties in learning math, showed lower test anxiety, lower negative affect, and achieved higher scores in math than students in the other two groups. These findings suggest that the goal profile with high mastery and performance approach goals combined with low performance avoidance goals is most beneficial for learning, whereas high performance approach goals, when associated with performance avoidance goals, have some negative effects on affective outcomes. The patterns help to refine distinctions in performance goals, and are discussed in the context of academic achievement in Singapore.  相似文献   

15.
The relations among students’ motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school mathematics classrooms. Results indicated that, in general, students’ cognitive processes related closely to competence beliefs, task values, and achievement goals, and more importantly their success or failure in mathematics achievement was closely linked to competence beliefs, performance-avoidance goals, and persistence strategies. Positive evidence of performance-approach goals was observed in math learning relative to task goals. As expected, performance-avoidance goals turned out to be detrimental to students’ math learning. These findings are generally congruent with the motivational theories and support the position that students should be encouraged to adopt task goals and actively involve themselves in math class activities. However, it also behooves us to recognize the potential benefits of performance-approach goals in different cultural contexts, such as the Korean elementary school math classrooms.  相似文献   

16.
From the contextual perspective, researchers argue that the relevance and weight of motivational variables of students' functioning vary depending on different dimensions related to individual, cultural or situational characteristics. The first objective of this study examined this contention by comparing self-perceptions of competence, learning goals and judgments of usefulness of school subjects as motivational determinants of high school students' commitment and achievement according to their assignment to their learning abilities. The second objective was to compare how these variables related to academic commitment and achievement according to the type of student and two school subjects. Two-hundred-and-twenty-six high school students from a same school participated sixty-one were learning disabled students, 60 were high achievers and 105 were average students. Findings suggest that the relevance of the motivational variables did not vary much across either the type of student or the school subjects. They also support Bandura's view about the primary role of self-perceptions of competence in students' academic commitment and achievement.  相似文献   

17.
The influence of achievement goals and social goals on help-seeking from peers in an academic context was examined in two studies. A total of 551 high school students participated in the two studies. The results across the studies demonstrated strong convergence, revealing that mastery-approach, mastery-avoidance, and friendship-approach goals were positive predictors of instrumental help-seeking, whereas performance-avoidance and friendship-avoidance goals were negative predictors. Study 2 additionally demonstrated that attitudes toward help-seeking mediate the influence of achievement and social goals on instrumental help-seeking. These results add to the body of work investigating achievement and social motivation together to more fully understand motivational influences on academic outcomes.  相似文献   

18.
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   

19.
Much of the research on achievement goal theory has focused on the roles of mastery and performance goals in academic engagement, thus the role of other goals such as social goals has mostly been neglected. The aim of this research was to investigate the effects of different kinds of social goals (affiliation, approval, concern, responsibility and status goals) on the different facets of academic engagement. A total of 1147 Filipino secondary school students answered questionnaires assessing their social goals, achievement goals and academic engagement. Hierarchical regression analyses were employed to investigate the effects of social goals on academic engagement after controlling the effects of mastery and performance goals. Results indicate that certain kinds of social goals are also important predictors of academic engagement. We recommend that researchers consider investigating social goals that might be more salient in cross-cultural settings instead of focusing exclusively on mastery and performance goals.  相似文献   

20.
In this cross‐sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students’ emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students’ engagement in class activities because they find such activities enjoying or personally important) and social development goals (i.e. students’ focus on developing meaningful social relationships) to be positively associated with positive emotions. In contrast, controlled motivation (i.e. students’ engagement in class activities because they feel coerced to do so) and social demonstration‐approach goals (i.e. students’ focus on demonstrating popularity) were positively associated with negative emotions. These associations remained significant even after controlling for perceived competence. Cluster analysis further showed that students high in autonomous motivation and social development goals and low in controlled motivation and social demonstration‐approach goals exhibited a better motivational profile compared to students high or low in all the above motivational variables. Results are discussed within the self‐determination theory and the social achievement goal perspective.  相似文献   

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