Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices

Anderman, Eric M.; Eccles, Jacquelynne S.; Yoon, Kwang Suk; Roeser, Robert W.; Wigfield, Allan; Blumenfeld, Phyllis C.

doi:10.1006/ceps.1999.1043

Cited by 134 publications

(93 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(range: 1 = A Little to 7 = A Lot). These scales have excellent validity and strong psychometric properties (Anderman et al, 2001;Jacobs and others, 2002). Each scale was calculated by taking the average of the items.…”

Section: Methodsmentioning

confidence: 99%

The intersection between self-concepts and values: Links between beliefs and choices in high school

Simpkins

Davis‐Kean

2005

New Directions for Child and Adolescent Development

View full text Add to dashboard Cite

show abstract

Section: Methodsmentioning

confidence: 99%

The intersection between self-concepts and values: Links between beliefs and choices in high school

Simpkins

Davis‐Kean

2005

New Directions for Child and Adolescent Development

View full text Add to dashboard Cite

show abstract

“…Still, relatively little is known about the antecedents of motivation, particularly among younger children. Some studies have indicated that teachers' instructional practices contribute to children's motivation (Anderman et al 2001;Aunola et al 2006). More specifically, teachers' support for students' autonomy (Guay et al 2001;Guthrie et al 2000) and consistent enforcement of rules in the classroom combined with teacher warmth (Ryan and Grolnick 1986) have been found to be associated with students' intrinsic motivation.…”

mentioning

confidence: 99%

Classroom organization and teacher stress predict learning motivation in kindergarten children

et al. 2010

View full text Add to dashboard Cite

This study examined the extent to which observed teaching practices and self-reported teacher stress predict children's learning motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment Scoring System to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high learning motivation in children and that the children's learning motivation contributed to their level of phonological awareness. Moreover, children's learning motivation mediated the association between teacher stress and children's phonological awareness. The results emphasize the importance of teachers' pedagogical well-being and classroom organizational quality for children's learning motivation.

show abstract

“…Developing their situational interest by exciting their interest though events or experiences in the classroom that are autonomous (offering them an opportunity to make meaningful choices), novel, surprising, with suspension, and debatable as this short-period interest is a trigger for students to spontaneously get involved in the activity (Anderman, Noar, Zimmerman, & Donohew, 2004;Schraw, Flowerday, & Lehman, 2001;Palmer, 2009); 4. Advancing their goals through seeing their progress as a kind of success, their efforts as valuable and their mistakes an essential part of learning and focusing on their learning process, so that they would believe the purpose of participating in school activities is to learn instead of to get good grades (Anderman et al, 2001); 5. Conducting an instructional conversation in the situation arranged with group discussions to help them think about the topic of the conversation, so that they can learn to work with a group and learn a lot more through presentations, communications, arguments, and convincing other students (Rogoff, Turkanis, & Bartlett, 2002); 6.…”

Section: Literature Reviewmentioning

confidence: 99%

Improving the Eighth Graders’ Motivation Toward Science Learning Through Inquiry-Based Teaching

Hung¹,

Pan²,

K³

2017

UCER-A

View full text Add to dashboard Cite

This study aimed to improve the eighth graders' motivation toward science learning through inquiry-based teaching and provide various evidences through cross-comparisons regarding the students' classroom environment perceptions. The quasi-experiment design was adopted for this study with the subjects being the eighth graders from four classes of a junior high school in Kaohsiung City, Taiwan. Two of the classes were assigned to the experiment group (74 students) and the other two were the control group (75 students). The inquiry-based teaching was applied to the experiment group while the traditional textbook teaching with cookbook experiments was applied to the control group. The teaching duration was the first semester for the eighth graders with a total of six learning units being taught in this period of time. The multi-variate analysis of variance (MANOVA) was applied with the dependent variables being motivation toward science learning and classroom environment perception and alpha being set to 0.05. It was found that the students in the experiment group were more likely to perceive the supportive inquiry-learning environment. And two of their intrinsic motivations-science learning value and learning environment stimulation, were stronger than the students in the control group. However, the extrinsic motivation-performance goal, of the students in the control group was stronger.

show abstract

Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices

Cited by 134 publications

References 34 publications

The intersection between self-concepts and values: Links between beliefs and choices in high school

The intersection between self-concepts and values: Links between beliefs and choices in high school

Classroom organization and teacher stress predict learning motivation in kindergarten children

Improving the Eighth Graders’ Motivation Toward Science Learning Through Inquiry-Based Teaching

Contact Info

Product

Resources

About