Achievement goals in the classroom: Students' learning strategies and motivation processes.

Abstract

We studied how specific motivational processes are related to the salience of mastery and performance goals in actual classroom settings. One hundred seventy-six students attending a junior high/high school for academically advanced students were randomly selected from one of their classes and responded to a questionnaire on their perceptions of the classroom goal orientation, use of effective learning strategies, task choices, attitudes, and causal attributions. Students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and had a stronger belief that success follows from one's effort. Students who perceived performance goals as salient tended to focus on their ability, evaluating their ability negatively and attributing failure to lack of ability. The pattern and strength of the findings suggest that the classroom goal orientation may facilitate the maintenance of adaptive motivation patterns when mastery goals are salient and are adopted by students.

Measuring Subjective Resilience despite Adversity due to Family, Peers and Teachers

“…These facts imply that the classroom motivational climate, as conceptualized and assessed through the CMCQ in line with the original ideas of Ames (Ames, 1992;Ames & Archer, 1988), is a powerful protective factor favouring at least subjective resilience. Besides, what is most important, the items of the CMCQ point to "specific teaching processes" that can be learned by teachers and that, if it were applied, could favour the development of specific processes that allow students to self-regulate the cognitions, emotions and behaviours which can produce resilience.…”

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

“…As discussed in the introduction a substantial amount of research has shown the positive relationship between mastery goals and the use of effective learning strategies (Ames & Archer, 1988;Anderman & Young, 1994;Nolen, 1988;Sankaran & Bui, 2001;Somuncuoglu & Yildirim, 1999). In our model, we proposed that the various achievement goal orientations predict the use of leaning strategies and eventually affect the students' performance through the use of metacognitive self-regulation skills.…”

Understanding the Emergence of State Goal Orientation in Organizational Work Groups: The Role of Leadership and Multilevel Climate Perceptions.

“…They view their coworkers as sources of social support, challenge, and feedback (VanVelsor et al, 1998), and perceive satisfaction gained from continuous improvement as particularly salient (McCauley, 2001). According to theory and research, these characteristics of a psychological climate for learning-perceived task challenge, supportive relationships, MS# 2003 rewards for effort and improvement-effectively cue and induce a state learning goal orientation (e.g., Ames & Archer, 1988;Papaioannou, Marsh, & Theodorakis, 2004).…”

“…These unique belief systems produce different interpretations of and responses to challenging task situations. When a state goal MS# 2003 orientation is induced, these cognitions emerge in a form parallel to their trait goal orientation counterpart (Ames & Archer, 1988;Elliott & Dweck, 1988), and therefore, trends found in trait research are expected to hold when examining the outcomes of state goal orientation.…”