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Carol Midgley - One of the best experts on this subject based on the ideXlab platform.

  • Changes in the perceived classroom Goal Structure and pattern of adaptive learning during early adolescence
    Contemporary Educational Psychology, 2003
    Co-Authors: Tim Urdan, Carol Midgley
    Abstract:

    Despite a recent increase in research on the associations between classroom Goal Structures, motivation, affect, and achievement, little is known about the effects of changes in the perceived classroom Goal Structure as students move from one grade level to another. Comparisons of students who perceived an increase, decrease, or no change in the mastery and performance Goal Structures of their classrooms during the transition to middle school and across two grades within middle school revealed that changes in the mastery Goal Structure were more strongly related to changes in cognition, affect, and performance than were changes in the performance Goal Structure. The most negative pattern of change was associated with a perceived decrease in the mastery Goal Structure.

  • Classroom Goal Structure and student disruptive behaviour.
    British Journal of Educational Psychology, 2002
    Co-Authors: Avi Kaplan, Margaret H. Gheen, Carol Midgley
    Abstract:

    Background: Achievement Goal theory suggests that the emphasis on mastery and performance Goals in the classroom (the classroom Goal Structure) is related to students' patterns of learning and behaviour. This theory can offer a preventative holistic approach for dealing with students' disruptive behaviour. Aims: The present study investigates whether the Goal Structure in the classroom is related to the incidence of disruptive behaviour. Sample and Methods: A total of 388 ninth-grade students from 60 classrooms in five ethnically diverse high schools responded to surveys asking about the perceived Goal Structures, their personal achievement Goals, and their involvement in disruptive behaviour in their maths classroom. Their maths teachers responded to surveys asking about their Goal-related approaches to instruction. Results: Using hierarchical linear modelling (HLM), at the student level, being male and having lower achievement was related to reports of disruptive behaviour. In addition, personal mastery Goals were related to lower reports of disruptive behaviour and personal performance-approach and performance-avoidance Goals were related to higher reports of disruptive behaviour. Disruptive behaviour also varied significantly between classrooms. Aggregated student perceptions of a mastery Goal Structure were related to a lower incidence, and aggregated student perceptions of a performance-approach Goal Structure were related to a higher incidence of disruptive behaviour. Conclusion: The implications of the findings to approaches for dealing with disruptive behaviour are discussed.

  • Classroom Goal Structure and student disruptive behaviour.
    The British journal of educational psychology, 2002
    Co-Authors: Avi Kaplan, Margaret H. Gheen, Carol Midgley
    Abstract:

    Achievement Goal theory suggests that the emphasis on mastery and performance Goals in the classroom (the classroom Goal Structure) is related to students' patterns of learning and behaviour. This theory can offer a preventative holistic approach for dealing with students' disruptive behaviour. The present study investigates whether the Goal Structure in the classroom is related to the incidence of disruptive behaviour. A total of 388 ninth-grade students from 60 classrooms in five ethnically diverse high schools responded to surveys asking about the perceived Goal Structures, their personal achievement Goals, and their involvement in disruptive behaviour in their maths classroom. Their maths teachers responded to surveys asking about their Goal-related approaches to instruction. Using hierarchical linear modelling (HLM), at the student level, being male and having lower achievement was related to reports of disruptive behaviour. In addition, personal mastery Goals were related to lower reports of disruptive behaviour and personal performance-approach and performance-avoidance Goals were related to higher reports of disruptive behaviour. Disruptive behaviour also varied significantly between classrooms. Aggregated student perceptions of a mastery Goal Structure were related to a lower incidence, and aggregated student perceptions of a performance-approach Goal Structure were related to a higher incidence of disruptive behaviour. The implications of the findings to approaches for dealing with disruptive behaviour are discussed.

  • academic self handicapping and achievement Goals a further examination
    Contemporary Educational Psychology, 2001
    Co-Authors: Carol Midgley, Tim Urdan
    Abstract:

    Abstract This study extends previous research on the relations among students' personal achievement Goals, perceptions of the classroom Goal Structure, and reports of the use of self-handicapping strategies. Surveys, specific to the math domain, were given to 484 7th-grade students in nine middle schools. Personal performance-avoid Goals positively predicted handicapping, whereas personal performance-approach Goals did not. Personal task Goals negatively predicted handicapping. Perceptions of a performance Goal Structure positively predicted handicapping, and perceptions of a task Goal Structure negatively predicted handicapping, independent of personal Goals. Median splits used to examine multiple Goal profiles revealed that students high in performance-avoid Goals used handicapping more than did those low in performance-avoid Goals regardless of the level of task Goals. Students low in performance-avoid Goals and high in task Goals handicapped less than those low in both Goals. Level of performance-approach Goals had little effect on the relation between task Goals and handicapping.

  • The relationship between perceptions of the classroom Goal Structure and early adolescents' affect in school: The mediating role of coping strategies
    Learning and Individual Differences, 1999
    Co-Authors: Avi Kaplan, Carol Midgley
    Abstract:

    Abstract This study investigates the relations among students' perceptions of the Goal Structure in the classroom, the self-report of coping strategies, and affect in school. We hypothesized that perceptions of a task Goal Structure would be associated with positive coping strategies, and in turn with positive affect; and that perceptions of an ability Goal Structure would be associated with projective coping, denial coping, and noncoping, and in turn with negative affect. In addition, the study takes note of hypothesized reciprocal relations among all these variables. Using a longitudinal design, surveys were administered to 880 students from 4 ethnically and economically diverse school districts in the fall and spring of the 5th grade in elementary school, and in the fall and spring of the 6th grade in middle school. The findings support the hypothesized relations as well as some reciprocal relations among these variables. The findings also indicate that perceptions of the classroom Goal Structure were more stable within an environment than across environments, thus supporting the role of environmental characteristics in these perceptions.

Eric M. Anderman - One of the best experts on this subject based on the ideXlab platform.

  • Classroom Goal Structures and communication style: the role of teacher immediacy and relevance-making in students’ perceptions of the classroom
    Social Psychology of Education, 2021
    Co-Authors: Ryan Iaconelli, Eric M. Anderman
    Abstract:

    We examined the relationships between teachers’ communication styles and students’ perceptions of the classroom Goal Structure. Within the context of high school health classes focused on teaching about HIV/STD/pregnancy prevention, we surveyed 456 students about their teachers’ immediacy behaviors, efforts to make course content relevant, and their perceptions of the classroom Goal Structure. We found that the more teachers stressed the relevance of course material and used verbal and nonverbal immediacy behaviors, the more students perceived a mastery Goal Structure in their classrooms. Conversely, when teachers did not emphasize these immediacy behaviors, students were more likely to perceive an avoidance Goal Structure. Immediacy behaviors were not related to perceptions of an extrinsic Goal Structure. Our results suggest that teachers can help create a positive, mastery-oriented classroom by communicating with students in a way that demonstrates authentic care and concern for students’ learning. Implications for future research into cues students rely on when perceiving classroom Goal Structurers and implications for instruction are discussed.

  • Longitudinal relations of classroom Goal Structures to students’ motivation and learning outcomes in health education.
    Journal of Educational Psychology, 2020
    Co-Authors: Sungjun Won, Eric M. Anderman, Rick S. Zimmerman
    Abstract:

    Little attention has been paid to Goal Structures in health education, despite their well-established roles in motivation and learning. The primary Goal of this study was to examine the longitudinal relations of classroom Goal Structures to high school students’ (N = 636) motivation and learning outcomes in health education. We incorporated two aspects of motivation: self-efficacy for negotiating condom use and task values for learning new information about HIV and pregnancy prevention. Results revealed that students’ perceptions of a mastery Goal Structure were positively related to their self-efficacy and task values, and also their knowledge and behavioral intentions one year after the health education curriculum had been delivered. In contrast, students’ perceptions of an extrinsic Goal Structure were not related to their motivation and learning outcomes. Our findings suggest that the implementation of instructional practices focusing on mastery may enhance the efficacy of HIV and pregnancy prevention programs. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

  • Conditional effects of mastery Goal Structure on changes in students' motivational beliefs: Need for cognition matters
    Learning and Individual Differences, 2015
    Co-Authors: Deleon L. Gray, Yujin Chang, Eric M. Anderman
    Abstract:

    Abstract Decades of achievement Goal theory research reveal that a perceived mastery Goal Structure is consistently associated with positive student outcomes. Yet relatively little research has examined the conditional effects of mastery Goal Structure. Within the context of health education, we investigated whether the relations of mastery Goal Structure to a student's motivation to learn would be moderated by individual differences in the enjoyment and engagement of effortful cognitive activity—the need for cognition (NC). Data were collected from 660 high school students at two time points during semester-long health education courses. Consistent with our predictions, results indicate that the relation between mastery Goal Structure and increases in students' academic self-concept and values over time is stronger for low NC students and weaker for high NC students. The present study bridges applied research on classroom motivation with basic attitudes research—demonstrating that students' motivation to learn is a joint function of their perceptions of achievement-related messages provided by teachers and preferences for engaging in cognitively demanding activities.

  • classroom Goal Structures and hiv and pregnancy prevention education in rural high school health classrooms
    Journal of Research on Adolescence, 2011
    Co-Authors: Eric M. Anderman, Deleon L. Gray, Rick S. Zimmerman, Pamela K Cupp, Derek R Lane, Ann A Oconnell
    Abstract:

    Over 5,000 adolescents enrolled in required rural high school health courses reported their perceptions of mastery and extrinsic Goal Structures in their health classrooms. Data were collected from all students at three time points (prior to HIV/pregnancy instruction, three months after instruction, and one year after instruction). Results indicated that classroom Goal Structures were related to both proximal and distal knowledge, attitudes, intentions, and efficacy beliefs. Results in particular indicate that the perception of a mastery Goal Structure in health education classrooms fosters knowledge, improved attitudes, enhanced efficacy beliefs, and lower intentions to have sexual intercourse.

  • classroom Goal Structure student motivation and academic achievement
    Annual Review of Psychology, 2006
    Co-Authors: Judith L Meece, Eric M. Anderman, Lynley H Anderman
    Abstract:

    Over the past 25 years, achievement Goal theory has emerged as one of the most prominent theories of achievement motivation. This chapter uses an achievement Goal framework to examine the influence of classroom and school environments on students' academic motivation and achievement. Considerable evidence suggests that elementary and secondary students show the most positive motivation and learning patterns when their school settings emphasize mastery, understanding, and improving skills and knowledge. Whereas school environments that are focused on demonstrating high ability and competing for grades can increase the academic performance of some students, research suggests that many young people experience diminished motivation under these conditions. The implications of achievement Goal theory for examining the impact of school reform are discussed.

Einar M. Skaalvik - One of the best experts on this subject based on the ideXlab platform.

Avi Kaplan - One of the best experts on this subject based on the ideXlab platform.

  • Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate.
    Journal of Educational Psychology, 2011
    Co-Authors: Helen Patrick, Avi Kaplan, Allison M. Ryan
    Abstract:

    In a series of 4 studies we investigated the relations of mastery Goal Structure and 4 dimensions of the classroom social climate (teacher academic support, teacher emotional support, classroom mutual respect, task-related interaction). We conducted multidimensional scaling with separate adolescent samples that differed considerably (i.e., by racial and demographic characteristics, grade level, and educational contexts). Studies 1, 2, and 3 (Ns = 537, 537, and 736, respectively) showed that mastery Goal Structure items occupied a central space among the climate items and overlapped partially with the areas formed by the respect and academic and emotional support items. In Study 4 (N = 789) we investigated the structural relations of mastery Goal Structure and the 4 social climate scales with another adolescent sample. Using confirmatory factor analysis we compared these 2 models: (a) all 5 measures at the same level and (b) mastery Goal Structure as a 2nd-order factor, with the 4 social climate measures as its indicators. The fit for both models was good, although the 1st-order model fit was better. Nevertheless, in the 2nd-order model mastery Goal Structure accounted for between 92% and 67% of the variance in the climate measures.

  • Classroom Goal Structure and student disruptive behaviour.
    British Journal of Educational Psychology, 2002
    Co-Authors: Avi Kaplan, Margaret H. Gheen, Carol Midgley
    Abstract:

    Background: Achievement Goal theory suggests that the emphasis on mastery and performance Goals in the classroom (the classroom Goal Structure) is related to students' patterns of learning and behaviour. This theory can offer a preventative holistic approach for dealing with students' disruptive behaviour. Aims: The present study investigates whether the Goal Structure in the classroom is related to the incidence of disruptive behaviour. Sample and Methods: A total of 388 ninth-grade students from 60 classrooms in five ethnically diverse high schools responded to surveys asking about the perceived Goal Structures, their personal achievement Goals, and their involvement in disruptive behaviour in their maths classroom. Their maths teachers responded to surveys asking about their Goal-related approaches to instruction. Results: Using hierarchical linear modelling (HLM), at the student level, being male and having lower achievement was related to reports of disruptive behaviour. In addition, personal mastery Goals were related to lower reports of disruptive behaviour and personal performance-approach and performance-avoidance Goals were related to higher reports of disruptive behaviour. Disruptive behaviour also varied significantly between classrooms. Aggregated student perceptions of a mastery Goal Structure were related to a lower incidence, and aggregated student perceptions of a performance-approach Goal Structure were related to a higher incidence of disruptive behaviour. Conclusion: The implications of the findings to approaches for dealing with disruptive behaviour are discussed.

  • Classroom Goal Structure and student disruptive behaviour.
    The British journal of educational psychology, 2002
    Co-Authors: Avi Kaplan, Margaret H. Gheen, Carol Midgley
    Abstract:

    Achievement Goal theory suggests that the emphasis on mastery and performance Goals in the classroom (the classroom Goal Structure) is related to students' patterns of learning and behaviour. This theory can offer a preventative holistic approach for dealing with students' disruptive behaviour. The present study investigates whether the Goal Structure in the classroom is related to the incidence of disruptive behaviour. A total of 388 ninth-grade students from 60 classrooms in five ethnically diverse high schools responded to surveys asking about the perceived Goal Structures, their personal achievement Goals, and their involvement in disruptive behaviour in their maths classroom. Their maths teachers responded to surveys asking about their Goal-related approaches to instruction. Using hierarchical linear modelling (HLM), at the student level, being male and having lower achievement was related to reports of disruptive behaviour. In addition, personal mastery Goals were related to lower reports of disruptive behaviour and personal performance-approach and performance-avoidance Goals were related to higher reports of disruptive behaviour. Disruptive behaviour also varied significantly between classrooms. Aggregated student perceptions of a mastery Goal Structure were related to a lower incidence, and aggregated student perceptions of a performance-approach Goal Structure were related to a higher incidence of disruptive behaviour. The implications of the findings to approaches for dealing with disruptive behaviour are discussed.

  • The relationship between perceptions of the classroom Goal Structure and early adolescents' affect in school: The mediating role of coping strategies
    Learning and Individual Differences, 1999
    Co-Authors: Avi Kaplan, Carol Midgley
    Abstract:

    Abstract This study investigates the relations among students' perceptions of the Goal Structure in the classroom, the self-report of coping strategies, and affect in school. We hypothesized that perceptions of a task Goal Structure would be associated with positive coping strategies, and in turn with positive affect; and that perceptions of an ability Goal Structure would be associated with projective coping, denial coping, and noncoping, and in turn with negative affect. In addition, the study takes note of hypothesized reciprocal relations among all these variables. Using a longitudinal design, surveys were administered to 880 students from 4 ethnically and economically diverse school districts in the fall and spring of the 5th grade in elementary school, and in the fall and spring of the 6th grade in middle school. The findings support the hypothesized relations as well as some reciprocal relations among these variables. The findings also indicate that perceptions of the classroom Goal Structure were more stable within an environment than across environments, thus supporting the role of environmental characteristics in these perceptions.

Sidsel Skaalvik - One of the best experts on this subject based on the ideXlab platform.