301
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302
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Self-Concept, Motivational Orientation, and Help-Seeking Behavior in Mathematics: A Study of Adults Returning to High School. SOCIAL PSYCHOLOGY OF EDUCATION 2005. [DOI: 10.1007/s11218-005-3276-3] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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303
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Lepper MR, Corpus JH, Iyengar SS. Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2005. [DOI: 10.1037/0022-0663.97.2.184] [Citation(s) in RCA: 604] [Impact Index Per Article: 31.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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304
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Elliot AJ, Shell MM, Henry KB, Maier MA. Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2005. [DOI: 10.1037/0022-0663.97.4.630] [Citation(s) in RCA: 117] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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305
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Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2005. [DOI: 10.1016/j.cedpsych.2004.01.007] [Citation(s) in RCA: 226] [Impact Index Per Article: 11.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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306
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Zusho A, Pintrich PR, Cortina KS. Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students. LEARNING AND INDIVIDUAL DIFFERENCES 2005. [DOI: 10.1016/j.lindif.2004.11.003] [Citation(s) in RCA: 96] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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307
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Sideridis GD. Goal Orientation, Academic Achievement, and Depression: Evidence in Favor of a Revised Goal Theory Framework. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2005. [DOI: 10.1037/0022-0663.97.3.366] [Citation(s) in RCA: 119] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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308
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Linnenbrink EA. The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2005. [DOI: 10.1037/0022-0663.97.2.197] [Citation(s) in RCA: 297] [Impact Index Per Article: 15.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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309
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310
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Senko C, Harackiewicz JM. Regulation of Achievement Goals: The Role of Competence Feedback. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2005. [DOI: 10.1037/0022-0663.97.3.320] [Citation(s) in RCA: 121] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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311
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NG CH. MODELLING THE RELATIONSHIPS BETWEEN SELF-SCHEMAS, LEARNING AND LEARNING OUTCOMES IN THE DOMAIN OF HIGH SCHOOL MATHEMATICS. PSYCHOLOGIA 2005. [DOI: 10.2117/psysoc.2005.14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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312
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Cardoso LR, Bzuneck JA. Motivação no ensino superior: metas de realização e estratégias de aprendizagem. PSICOLOGIA ESCOLAR E EDUCACIONAL 2004. [DOI: 10.1590/s1413-85572004000200003] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
O presente estudo teve por objetivo investigar metas de realização, uso de estratégias de aprendizagem e a percepção do ambiente de aprendizagem por parte de alunos de cursos superiores. Questionários Likert foram aplicados a uma amostra de 106 alunos de dois cursos diferentes focalizando duas disciplinas específicas de cada curso. Os resultados mostraram não existir diferença significativa entre os grupos nas orientações às metas aprender, ego-aproximação e evitação do trabalho, mas foram mais altos os escores nas metas aprender e evitação do trabalho. Relativamente às estratégias de aprendizagem, algumas apareceram com diferença significativa em função do grupo. Foi também significativa a relação entre a ênfase percebida à meta aprender e a percepção de exigência de esforço, assim como entre a adoção das metas aprender e ego-aproximação e uso de estratégias de aprendizagem. Desses resultados surgiram implicações educacionais e sugestões de novas pesquisas.
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313
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Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2004. [DOI: 10.1016/j.cedpsych.2003.10.001] [Citation(s) in RCA: 105] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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314
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Urdan T. Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2004. [DOI: 10.1037/0022-0663.96.2.251] [Citation(s) in RCA: 207] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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315
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Wolters CA. Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2004. [DOI: 10.1037/0022-0663.96.2.236] [Citation(s) in RCA: 646] [Impact Index Per Article: 32.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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316
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Zweig D, Webster J. What are we measuring? An examination of the relationships between the big-five personality traits, goal orientation, and performance intentions. PERSONALITY AND INDIVIDUAL DIFFERENCES 2004. [DOI: 10.1016/j.paid.2003.07.010] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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317
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MOTIVATING THROUGH CHALLENGE: PROMOTING A POSITIVE PRESS FOR LEARNING. ACTA ACUST UNITED AC 2004. [DOI: 10.1016/s0749-7423(03)13008-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
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318
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COMPETING SCHOOLS OF THOUGHT IN ACHIEVEMENT GOAL THEORY? ACTA ACUST UNITED AC 2004. [DOI: 10.1016/s0749-7423(03)13010-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
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319
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Järvelä S, Salovaara H. The Interplay of Motivational Goals and Cognitive Strategies in a New Pedagogical Culture. EUROPEAN PSYCHOLOGIST 2004. [DOI: 10.1027/1016-9040.9.4.232] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
This article describes the results of an analysis of three years' process-oriented interview data concerning secondary school students' goals and learning strategies in computer-supported collaborative inquiries. Specifically, the changes in students' goal interpretations and the situational dynamics of students' goals and strategies were investigated over 3 years. By examining how these secondary school students (N = 18, from ages 13-15 years) interpret and explain different situations in a new instructional setting, we were able to determine their subjective and context-specific explanations of the situation. The interview data were analyzed using a qualitative content analysis, and nonparametric statistics were then used to authenticate some of the qualitative findings. The data show how the students' explanations and interpretations of their goals and strategies vary during different years of the study. It can be concluded that the students seem to develop both individual and contextual goals, as well as strategies, to self-regulate in the new pedagogical culture.
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320
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PERSON AND CONTEXT: THEORETICAL AND PRACTICAL CONCERNS IN ACHIEVEMENT GOAL THEORY. ACTA ACUST UNITED AC 2004. [DOI: 10.1016/s0749-7423(03)13006-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
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321
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Karabenick SA. Perceived Achievement Goal Structure and College Student Help Seeking. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2004. [DOI: 10.1037/0022-0663.96.3.569] [Citation(s) in RCA: 211] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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322
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Järvelä S, Volet S. Motivation in Real-Life, Dynamic, and Interactive Learning Environments: Stretching Constructs and Methodologies. EUROPEAN PSYCHOLOGIST 2004. [DOI: 10.1027/1016-9040.9.4.193] [Citation(s) in RCA: 34] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Recent research on motivation has taken a leading role in the study of learning and instruction. Theory-based studies carried out in real-life, dynamic, and interactive learning environments have attempted to bridge the gap between basic and applied psychological and educational research. Constructs and methodologies have been stretched to include new, innovative features, with motivation commonly conceptualized as a dual psychological and social phenomenon and researched using multiple methodological approaches in combination. This paper discusses the major challenges faced by researchers who are grappling with those issues.
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323
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Chen A, Shen B. A web of achieving in physical education: Goals, interest, outside-school activity and learning. LEARNING AND INDIVIDUAL DIFFERENCES 2004. [DOI: 10.1016/j.lindif.2004.02.003] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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324
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325
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Urdan T. Using Multiple Methods to Assess Students' Perceptions of Classroom Goal Structures. EUROPEAN PSYCHOLOGIST 2004. [DOI: 10.1027/1016-9040.9.4.222] [Citation(s) in RCA: 94] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Two studies were conducted to examine how students perceive and interpret achievement goal messages in the classroom. The first study, using observational and interview methodologies in four classrooms, found that goals are rarely explicitly discussed by teachers or students in the classroom, and that teachers often provide mixed and contradictory goal messages. In addition, students differed in their perception of and reaction to goal messages, partly according to age and achievement levels. The second study employed survey methods and hierarchical linear modeling (HLM) analytic methods with a sample of high school students. This study revealed that both individual-level and classroom-level goal structure perceptions were associated with students' personal goals, self-handicapping, value, and achievement in English classes. The results from the two studies suggest that teachers can create coherent goal structures that affect students' personal goals and achievement in the classroom, but these goal structures may be difficult for many teachers to purposefully create and students' reactions to them will vary. They also suggest the importance of using multiple methodologies to examine the effects of classroom goal structures.
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326
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ACHIEVEMENT GOALS AND INTERGROUP RELATIONS. ACTA ACUST UNITED AC 2004. [DOI: 10.1016/s0749-7423(03)13004-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
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327
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Robbins SB, Lauver K, Le H, Davis D, Langley R, Carlstrom A. Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. Psychol Bull 2004; 130:261-88. [PMID: 14979772 DOI: 10.1037/0033-2909.130.2.261] [Citation(s) in RCA: 532] [Impact Index Per Article: 26.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences. Two college outcomes were targeted: performance (cumulative grade point average; GPA) and persistence (retention). Meta-analyses indicate moderate relationships between retention and academic goals, academic self-efficacy, and academic-related skills (ps =.340,.359, and.366, respectively). The best predictors for GPA were academic self-efficacy and achievement motivation (ps =.496 and.303, respectively). Supplementary regression analyses confirmed the incremental contributions of the PSF over and above those of socioeconomic status, standardized achievement, and high school GPA in predicting college outcomes.
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328
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329
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Martin AJ, Marsh HW, Williamson A, Debus RL. Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2003. [DOI: 10.1037/0022-0663.95.3.617] [Citation(s) in RCA: 86] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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330
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Van Yperen NW. Task Interest and Actual Performance: The Moderating Effects of Assigned and Adopted Purpose Goals. J Pers Soc Psychol 2003; 85:1006-15. [PMID: 14674810 DOI: 10.1037/0022-3514.85.6.1006] [Citation(s) in RCA: 85] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This research examined whether and which purpose goals moderate the relationship between task interest and actual performance and whether assigned goals have different effects (Study 1) than adopted goals (Study 2). Two studies were conducted using a full 2 X 2 design of the performance-mastery and approach-avoidance distinctions, plus control conditions. In the control conditions, that is, in a neutral purpose goal context, the expected positive relationship between initial task interest and actual performance was found. In a purpose goal context, this link held only for a congruent mastery-approach goal (either assigned or adopted). The gain in task interest found in a neutral purpose context was observed in the purpose goal conditions only when participants attained their purpose goals. It was concluded that having an incongruent purpose goal may undermine the positive effect of prior task interest on actual performance as well as on subsequent task interest.
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Affiliation(s)
- Nico W Van Yperen
- Department of Social and Organizational Psychology, University of Groningen, Groningen, Netherlands.
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331
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Performance goals: The moderating roles of context and achievement orientation. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2002. [DOI: 10.1016/s0022-1031(02)00503-6] [Citation(s) in RCA: 33] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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332
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Kaplan A, Middleton MJ. Should childhood be a journey of a race? Response to Harackiewicz et al. (2002). JOURNAL OF EDUCATIONAL PSYCHOLOGY 2002. [DOI: 10.1037/0022-0663.94.3.646] [Citation(s) in RCA: 79] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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333
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Harackiewicz JM, Barron KE, Tauer JM, Elliot AJ. Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2002. [DOI: 10.1037/0022-0663.94.3.562] [Citation(s) in RCA: 456] [Impact Index Per Article: 20.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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