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1.
Robert H. Stupnisky Raymond P. Perry Nathan C. Hall Frédéric Guay 《Contemporary educational psychology》2012
The aim of the present study was to examine the intraindividual level and instability of perceived academic control (PC) among first-year college students, and their predictive effects on academic achievement. Two studies were conducted measuring situational (state) PC on different schedules: Study 1 (N = 242) five times over a 6-month period and Study 2 (N = 80) daily over a 2-week period. Consistent across both studies were confirmatory factor analyses and structural equation models demonstrating significant PC instability, as well as negative correlations between intraindividual PC levels (average across measurements) and instability (standard deviation across measurements). Also, in both studies PC level positively predicted subsequent academic achievement, although no significant PC instability first-order effects were found. Both studies revealed a PC level by instability interaction, as students with high-unstable PC typically received poorer grades than high-stable PC students. Study findings highlight the importance of considering both PC level and instability, and identify a previously unknown group of first-year college students at-risk of under-achieving academically – students with high-unstable perceived control. 相似文献
2.
Two longitudinal studies used a person-centered approach to examine the stability and change in students’ achievement goal orientations within a school year (i.e., during 9th grade; measurement period 4 months, N = 530) and between school years (i.e., across 11th and 12th grade; measurement period 12 months, N = 519). Distinct groups of students with different motivational profiles were extracted in both studies with considerable consistency in profiles across the two academic contexts (i.e., lower and upper secondary school). Four groups of students were identified in both studies: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Students’ motivational profiles were substantially stable; about 60% of all students displayed a stable motivational profile over time. Furthermore, most changes in the group memberships were directed towards similar groups. Findings support the conception of achievement goal orientation as an enduring disposition that reflects students’ generalized beliefs and tendencies to select certain goals and to favor certain outcomes. 相似文献
3.
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
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5.
This study investigated female high school students’ (N = 293) patterns of help seeking in the domains of English and mathematics. Help seeking was operationalized using both self-report measures of need-contingent help seeking and help avoidance, as well as a behavioral measure of help seeking, namely the number of times students attended after-school tutoring sessions. As predictors of help seeking, the motivational variables of achievement goals, task-value, and expectancy for success were considered, alongside cognitive and metacognitive strategy-use, need for cognition, academic procrastination, and a belief in quick learning. Overall, the motivational variables of expectancy for success, task-value, and mastery goals and the cognitive variables of metacognitive self-regulation and rehearsal were found to significantly predict help seeking in English and math. No discernable effects of grade level or ethnicity on patterns of help seeking were detected. Several subject-level differences, however, were found, suggesting that students’ help-seeking patterns do vary by domain. 相似文献
6.
Abigail Reaser Frances Prevatt Yaacov Petscher Briley Proctor 《Psychology in the schools》2007,44(6):627-638
This study compared learning and study strategies of students with attention‐deficit/hyperactivity disorder (ADHD) to two groups: college students with learning disabilities (LD) and college students without disabilities. In addition, strengths and weaknesses within the ADHD group were examined on the Learning and Study Strategies Inventory, 2nd edition (LASSI; C.E. Weinstein & D.R. Palmer, 2002). The LASSI was also evaluated as a predictive measure for academic achievement for college students with ADHD compared to other students. Results indicate that several important differences may exist in the learning and study strategies of students with ADHD versus students with LD and students without disabilities. However, the LASSI may not be a useful tool for predicting academic achievement for college students with ADHD. Interventions for working with students with ADHD are given. © 2007 Wiley Periodicals, Inc. 相似文献
7.
Janine Gut Carmen Heckmann Christine Sandra Meyer Marc Schmid Alexander Grob 《Learning and individual differences》2012,22(3):375-379
Recent models of attention deficit/hyperactivity disorder (ADHD) suggest that the association between achievement motivation and school performance may be stronger in children with ADHD than in typically developing children. Therefore, the present study investigated associations between achievement motivation and performance on language skills and mathematical thinking in children with ADHD (n = 23; M = 9.4 years, SD = 1.1 years; 78% boys) and two matched control groups, i.e., a clinical control group (children with related disruptive behavior disorders; DBD), and a non-clinical control group (NC). Results confirmed stronger associations between achievement motivation and performance on receptive language and mathematical thinking in children with ADHD than in NC. Specifically, performance of children with ADHD was equal to NC for highly motivated ADHD children. These results underscore the importance of achievement motivation as a more essential key factor in the performance of children with ADHD as compared to typically developing children. 相似文献
8.
We examined whether individual interest, as an affective motivational variable, could predict academic self-regulation and achievement, above and beyond what academic self-efficacy predicted. We tested the relationships between academic self-efficacy, individual interest, grade goals, self-regulation, and achievement of Korean middle school students (N = 500) in four different subject areas. Consistent with previous findings, self-efficacy predicted achievement both directly and indirectly via grade goals. Self-efficacy also predicted self-regulation, but only when grade goals mediated the relationship. Supporting our hypothesis, individual interest functioned as a correlated yet independent and direct predictor of self-regulation. It also predicted achievement, but only when self-regulation mediated the relationship. We thus suggest that academic self-regulation could be encouraged through the promotion of two distinct motivational sources, academic self-efficacy and individual interest. We further suggest that the pathways linking individual interest to academic self-regulation and achievement may differ from those linking academic self-efficacy to the same variables. 相似文献
9.
M. Tim Mainhard Mieke BrekelmansPerry den Brok Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200
In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year. 相似文献
10.
We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results are discussed in relation to Dweck and Leggett’s (1988) social-cognitive theory with a focus on middle school science. 相似文献
11.
The purpose of this study was to examine how adult students’ perceptions of their learning environment vary as a function of their achievement goal orientations. Study 1 (n = 196) reports the development of a questionnaire that focuses on aspects of instruction presumably linked to student motivation. In Study 2, students (n = 167) were classified into groups according to their goal orientation profiles, and then compared in terms of their evaluations of the learning environment and their relation to it. Students with different motivational profiles perceived the learning environment somewhat differently, with most differences reflecting the students’ view of their own role in studying. The findings will be discussed in terms of how personal and contextual factors contribute to the development of individuals’ motivation. 相似文献
12.
Jie Qi Lee Dennis M. McInerney Gregory Arief D. Liem Yasmin P. Ortiga 《Contemporary educational psychology》2010
This research aimed to study the relationships between students’ future goals (FGs) and their immediate achievement goal orientations (AGOs) among 5733 Singaporean secondary school students (M age = 14.18, SD = 1.26; 53% boys). To this end, we hypothesized that the relationships between like valenced FGs and AGOs (both intrinsic or both extrinsic) will be stronger than those of opposite valenced FGs and AGOs (intrinsic–extrinsic) and tested two alternative models: Model A positing the prediction of AGOs by FGs and Model B positing the prediction of FGs by AGOs. Structural equation modeling showed the heuristic superiority of Model B in which intrinsic FGs (career-, society-, and family-oriented) were more strongly related to mastery-approach goal orientation than to performance-approach goal orientation and extrinsic FGs (fame- and wealth-oriented) were more strongly related to performance-approach goal orientation than to mastery-approach goal orientation. The findings suggest that, to enhance school motivation, teachers should encourage students to adopt intrinsic AGOs and FGs. 相似文献
13.
In 2000, the Singapore Ministry of Education launched Project Work (PW) to encourage the application of knowledge across disciplines,
and to develop thinking, communication, collaboration and metacognitive skills. This preliminary findings of a large scale
study examines the role of goal orientations (achievement goals and social goals) in predicting metacognition and enjoyment
in project work of Secondary Two Normal Technical (NT, less academically inclined students) and Normal Academic (NA) students.
Both achievement goals and social goals are significant predictors of metacognition and enjoyment of PW. NA students adopt
more mastery approach and performance avoidance goals than NT students whilst NT students tend to value more social approval
from others. Implications of the findings will be discussed with practical suggestions to help teachers design successful
PW for the less academically inclined students. 相似文献
14.
Reinhard Pekrun Thomas Goetz Anne C. FrenzelPetra Barchfeld Raymond P. Perry 《Contemporary educational psychology》2011,36(1):36-48
Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings. The instrument contains 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class, while studying, and when taking tests and exams. Scale construction used a rational-empirical strategy based on Pekrun’s (2006) control-value theory of achievement emotions and prior exploratory research. The instrument was tested in a study using a sample of university students (N = 389). Findings indicate that the scales are reliable, internally valid as demonstrated by confirmatory factor analysis, and externally valid in terms of relationships with students’ control-value appraisals, learning, and academic performance. The results provide further support for the control-value theory and help to elucidate the structure and role of emotions in educational settings. Directions for future research and implications for educational practice are discussed. 相似文献
15.
To study the contribution of perceived parent achievement goals to students' attitudes towards academic help seeking, 4th, 6th, 7th, and 9th grade students in Greece (n = 712) reported perceptions of their parents' achievement goals, personal achievement goal orientations, and help-seeking beliefs and intentions. Students' mastery goal orientation positively predicted their help-seeking attitudes (perceived benefits and intentions to seek help) and negatively predicted their help-seeking avoidance attitudes (perceived costs and intentions to avoid seeking help), whereas performance-avoidance orientation directly predicted their help-seeking avoidance attitudes. Multiple-group path analysis indicated that perceived parent goals predicted student help seeking and help avoidance attitudes through students' own achievement goal orientations. Further, the pattern of relations varied by grade level. Results are discussed in light of current theory and research on the developmental phases of parental influence on student motivation and self-regulated learning. 相似文献
16.
Sources of self-efficacy in mathematics: A validation study 总被引：1，自引：0，他引：1
The purpose of this study was to develop and validate items with which to assess A. Bandura’s (1997) theorized sources of self-efficacy among middle school mathematics students. Results from Phase 1 (N = 1111) were used to develop and refine items for subsequent use. In Phase 2 of the study (N = 824), a 39-item, four-factor exploratory model fit best. Items were revised to strengthen psychometric properties. In Phase 3 (N = 803), a 24-item, four-factor confirmatory factor model fit best. This final model was invariant across gender and ethnicity. Subscales correlated with self-efficacy, self-concept, mastery goals, and optimism. Results suggest that the sources scale is psychometrically sound and could be adapted for use in other domains. 相似文献
17.
Dirk T. Tempelaar Wim H. Gijselaers Sybrand Schim van der Loeff Jan F.H. Nijhuis 《Contemporary educational psychology》2007
The question of subject-specificity of achievement motivations is important, both for educational psychology, as well as for educational policy. This study contributes to the investigation of the heterogeneity in achievement motivations in the context of the expectancy-value model. Whereas existing research deals with middle and high school students and their motivations for a range of broad domains, this article focuses on university students (n = 264) and subject domains that are more congruent. We adopt an affect-extended version of the expectancy-value model. Using structural equation methods, we are able to decompose achievement motivations in generic and subject-specific components. 相似文献
18.
This study aimed to investigate the differential prospective relationships of social-oriented achievement motivation (SOAM) and individual-oriented achievement motivation (IOAM) with student's adoption of specific achievement goals and their affective wellbeing (AWB). A total of 332 Chinese university students (Mage = 19.139; Female = 75%) voluntarily participated in the baseline and the 1-year follow-up surveys of this study. The factor score path analysis results showed statistically significant positive paths from SOAM and IOAM at baseline to performance goals and mastery goals, respectively, at follow-up. Moreover, a statistically significant positive path was found from SOAM at baseline to negative affective experiences, at follow-up, and no association was found between IOAM and AWB, after controlling for achievement goals. The findings suggest the usefulness of raising educators' and parents' awareness regarding the double-edged sword of utilizing socially valued motives to promote performance approach goals in individuals because such values potentially lowering their psychological wellbeing. 相似文献
19.
Impact of HIPPY on home learning environments of Latino families 总被引：1，自引：0，他引：1
M. Angela Nievar Arminta Jacobson Qi Chen Ursula Johnson Shannon Dier 《Early childhood research quarterly》2011,26(3):268
This study investigated effects of Home Instruction of Parents of Preschool Youngsters (HIPPY), a paraprofessional home visiting program, on parents and children. The program site served low-income, Spanish-speaking families. On average, mothers were 31 years old (SD = 4.78) and children were 3 or 4 years old (M = 3.92, SD = .92). Participants (n = 54) had more parenting self-efficacy and more enriched home environments than families on a waiting list (n = 54). In a regression on home environment, participation in the intervention was a stronger predictor than maternal education, depression, and stress. A third-grade follow-up of children in the program showed significantly higher math achievement when compared to low-income Latino third graders in the same school district. These findings appear to validate the HIPPY model, which suggests that parents gain confidence as their children's teachers through their experiences in the program. HIPPY successfully addresses the need for culturally sensitive programming aimed at improving educational achievement among minority children. 相似文献
20.
Frances Prevatt Shannon M. Smith Sarah Diers Diana Marshall Jennifer Coleman Emilee Valler 《Journal of College Student Psychotherapy》2017,31(2):93-111
College students with attention-deficit/hyperactivity disorder (ADHD) often experience increased academic difficulties, which can negatively impact graduation rates, employment, self-esteem, and mental health. ADHD coaching assists students with ADHD to reduce such difficulties. The present study evaluated the processes involved in ADHD coaching by examining undergraduate and graduate level students (n = 23) who attended individualized ADHD coaching sessions for 8 weeks. Specifically, the study examined the types of goals established, the use of weekly objectives (tasks to be completed), barriers to task completion, the use of incentives and consequences to increase motivation, and the role of task enjoyment and therapeutic benefit on task completion. The most common goals involved time management and academic performance. Results showed a significant effect for use of incentives/consequences on weekly task completion. Therapist-coach ratings were predictive of task completion, while client ratings were not. The primary barriers to task completion were lack of motivation and poor time management. 相似文献