Fifth graders' achievement orientations and beliefs: Individual and classroom differences.

Thorkildsen, Theresa A.; Nicholls, John G.

doi:10.1037/0022-0663.90.2.179

Cited by 91 publications

(67 citation statements)

References 110 publications

(263 reference statements)

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“…However, in general, the results indicate, on the one hand, that girls are more oriented toward learning than boys and that boys show more predominance of performance-avoidance goals (e.g., Brdar et al, 2006;Meece, Glienke, & Burg, 2006) and, on the other hand, that boys present higher levels of workavoidance goals than do girls (e.g., Brdar et al, 2006;Thorkildsen & Nicholls, 1998).…”

Section: Academic Goals and Learning Qualitymentioning

confidence: 39%

Academic Goals and Learning Quality in Higher Education Students

et al. 2009

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In this paper, the relations between academic goals and various indicators that define the quality of the learning process are analyzed. The purpose was to determine to what extent high, moderate, or low levels of academic goals were positively or negatively related to effort regulation, the value assigned to academic tasks, meta-cognitive self-regulation, self-efficacy, beliefs about learning control, and management of time and study environment. The investigation was carried out with a sample of 632 university students (70% female and 30% male) and mean age of 21.22 (SD=2.2).The results show that learning goals, or task orientation, are positively related to all the indictors of learning quality considered herein. Although for other kinds of goals-work-avoidance goals, performance-approach goals, and performance-avoidance goals-significant relations were not found with all the indicators, there was a similar tendency of significant results in all cases; the higher the levels of these goals, the lower the levels of the indicators of learning quality. Keywords: academic goals, learning quality, higher educationEn este trabajo se analizan las relaciones de las metas académicas con varios indicadores que definen la calidad del proceso de aprendizaje. Se trata de comprobar hasta qué punto el tener niveles altos, moderados o bajos en las metas académicas se relaciona positiva o negativamente en la regulación del esfuerzo, en el valor asignado a las tareas académicas, en la autorregulación metacognitiva, en la autoeficacia, en las creencias de control y en la gestión del tiempo y ambiente de estudio. La investigación se llevó a cabo con una muestra de 632 estudiantes universitarios (70% mujeres y 30% hombres) con una edad media de 21.22 (SD=2.2). Los resultados encontrados demuestran que las learning goals, o de aproximación a la tarea, se encuentran relacionadas positivamente con todos los indicadores de calidad del aprendizaje contemplados. En los otros tipos de metas -work-avoidance goals, performance-approach goals and performanceavoidance goals-, aún no habiendo una relación significativa con todos los indicadores, la tendencia de los resultados significativos es la misma en todos los casos, cuanto más altos son los niveles de estas metas, más bajos son los niveles indicadores de calidad del aprendizaje. Palabras clave: metas académicas, calidad del aprendizaje, educación superior

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Section: Academic Goals and Learning Qualitymentioning

confidence: 39%

Academic Goals and Learning Quality in Higher Education Students

et al. 2009

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“…Par exemple, beaucoup d'enseignants croient au puissant levier motivationnel que peut constituer la compétition entre élève (Thorkildsen & Nicholls, 1998), alors que les travaux sur la TBA ont montré qu'un accent trop prononcé sur la compétition pouvait produire un sentiment de crainte chez les élèves susceptible d'activer un but performance-évitement.…”

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Climat motivationnel instauré par l’enseignant et implication des élèves en classe : l’état des recherches

Sarrazin¹,

Tessier²,

Trouilloud³

2006

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“…The theoretical justification for these practices comes in part from selfdetermination theory, which emphasizes development of intrinsic motivation by support for individuals' autonomy, competence, and relatedness (Deci et al, 1991). Another theory underlying this study is goal theory, which concerns the purposes students have for learning (Ames, 1992;Maehr & Midgley, 1996;Thorkildsen & Nicholls, 1998).There are both correlational and experimental supports for the practices included in the instructional program studied here. Deei, Schwartz, Sheinman, and Ryan (1981) and Grolnick and Ryan (1987) reported that students who perceived the classroom as autonomy supportive were more likely to be intrinsically motivated for learning than students who did not perceive autonomy support in the classroom.…”

mentioning

confidence: 99%

mentioning

confidence: 99%

Effects of integrated instruction on motivation and strategy use in reading.

Guthrie¹,

Wigfield²,

VonSecker³

2000

Journal of Educational Psychology

312

190

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Effects of instructional context on intrinsic and extrinsic motivation have been examined with a variety of studies. This quasi experiment compared students receiving an instructional intervention designed to increase intrinsic motivation with students receiving traditional instruction. Concept-oriented reading instruction (CORI) integrated reading and language arts with science inquiry. It emphasized learning goals, real-world interaction (hands-on science activities), competence support (strategy instruction), autonomy support (self-directed learning), and collaboration. Traditional classrooms had the same content objectives and comparable teachers but different pedagogy. Children in CORI classrooms scored higher on motivation than did children in traditional classrooms, with effect sizes of 1.94 for curiosity and 1.71 for strategy use. Grade-level differences were found for recognition and competition. The results show that classroom contexts can be constructed to influence motivational outcomes positively.In the present study, we focused on ways that intrinsic reading motivation can be enhanced through the implementation of a reading instructional program. Researchers have distinguished between intrinsic motivation, which refers to being motivated to do an activity for its own sake and out of interest and curiosity, and extrinsic motivation, or doing an activity to receive a reward or other form of recognition (Deci & Ryan, 1985; Deci, VaUerand, Pelletier, & Ryan, 1991). Intrinsic and extrinsic motivation are moderately and positively correlated (S. D. Miller & Meece, 1997), and both predict children's reading amount and frequency (Wigfield & Guthrie, 1997). However, in elementary students (Gottfried, 1990) and middle school students (Guthrie, Wigfleld, Metsala, & Cox, 1999), intrinsic motivation is a stronger predictor of reading than extrinsic motivation. Unfortunately, children's intrinsic motivation often declines during the elementary school years (Hatter, 1981;.Various classroom practices positively influence children's intrinsic motivation (for reviews, see Brophy, 1998;Guthrie & Alao, 1997;Stipek, 1996). Hence, we designed an instructional program that included multiple ways to influence children's intrinsic motivation positively, including providing autonomy support (through John T. Guthrie and Allan Wigfield, Department of Human Developmerit, University of Maryland; Clare VonSecker, Deparlment of Measurement and Statistics, University of Maryland.This research was supported under the National Reading Research Center project of the University of Georgia and University of Maryland, through a cooperative agreement (PR/Award No. 117A20007) with the Office of Educational Research and Improvement, U.S. Department of Education. The findings and opinions expressed here do not necessarily reflect the position or policies of the National Reading Research Center, the Office of Educational Research and Improvement, or the U.S. Department of Education.Correspondence concerning this article should be addressed...

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Fifth graders' achievement orientations and beliefs: Individual and classroom differences.

Cited by 91 publications

References 110 publications

Academic Goals and Learning Quality in Higher Education Students

Academic Goals and Learning Quality in Higher Education Students

Climat motivationnel instauré par l’enseignant et implication des élèves en classe : l’état des recherches

Effects of integrated instruction on motivation and strategy use in reading.

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