Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence

Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

“…Consistent with this view, children who lack confidence in their ability are especially likely to respond to classrooms that emphasize performance over mastery goals with ineffective problem-solving strategies, task avoidance, and negative self-attributions of ability (Dweck & Leggett, 1988;Elliott & Dweck, 1988;Urdan & Midgley, 2003). Additionally, Mac Iver (1988) found that in classrooms in which ability cues are more available to students, low ability students were more likely than were high ability students to depress self-perceptions of math ability.…”

“…Research emanating from goal orientation theory (Dweck & Leggett, 1988;Nicholls, 1984;Urdan & Midgley, 2003;Urdan et al, 1998) has documented associations between teacher differentiating practices and students' adoption of either performance or mastery goals for achievement. Students who adopt a performance goal orientation (sometimes referred to as an ability goal orientation) are motivated to maintain a sense of self-worth through performing well (Ames, 1992;Dweck, 1986).…”

“…Considerable research conducted over three decades has documented the impact of teacher practices that highlight differences in children's relative abilities on children's achievement, motivation, and self-views (Ames, 1992;Brophy, 1983;Kuklinski & Weinstein, 2001;Mac Iver, 1987;Rosenthal & Jacobson, 1968;Urdan & Midgley, 2003;Weinstein, Marshall, Sharp, & Botkin, 1987). This body of evidence is drawn from research on teacher expectancy effects (for review see Jussim & Harber, 2005), classroom goal structure (for review see Urdan & Midgley, 2003), classroom task structures (Simpson & Rosenholtz, 1986), and teacher frame of reference (Marsh & Craven, 2002).…”

“…This body of evidence is drawn from research on teacher expectancy effects (for review see Jussim & Harber, 2005), classroom goal structure (for review see Urdan & Midgley, 2003), classroom task structures (Simpson & Rosenholtz, 1986), and teacher frame of reference (Marsh & Craven, 2002). The literature from these separate but overlapping traditions has identified teacher practices that are associated with the self-fulfilling prophesy effect (Rosenthal & Jacobson, 1968) and with students' academic motivation and perceived competence (Dweck & Leggett, 1988;Lüdtke, Köller, Marsh, & Trautwein, 2005;Urdan, Midgley, & Anderman, 1998).…”

Beliefs about School Learning during Adolescence: Their Contribution to Motivational Beliefs and School Achievement

“…Thus, the present study aims to offer additional evidence for the direct and indirect associations among the variables under examination in regard to adolescence, a developmental period with important future-related academic challenges. The empirical importance of studying the contribution of adolescent students' beliefs about school learning to their motivation and achievement also stems from the declining trends in the value adolescents assign on learning and schooling as well as in their achievement-related motivational beliefs such as mastery goal orientations and self-efficacy beliefs, declining trends which are usually related to both puberty and school context (see, for example, Eccles & Midgley, 1989;Author et al, 2007;Pajares & Valiante, 2002;Urdan & Midgley, 2003). Further, epistemological beliefs undergo a significant change during adolescence becoming more complex and less naive and simplistic (Cano, 2005).…”