Managing multiple goals in real learning contexts

Mansfield, Caroline

doi:10.1016/j.ijer.2010.01.003

Cited by 14 publications

(9 citation statements)

References 34 publications

(65 reference statements)

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“…Qualitative studies have hinted at this in that students seldom mentioned performance goals (e.g. Lemos, 1996;Mansfield, 2009). It might also be the case that this finding is particular to Asian students, particularly for Filipino students.…”

Section: Mastery and Performance Goalsmentioning

confidence: 99%

Studying for the sake of others: the role of social goals on academic engagement

King

McInerney

Watkins

2012

Educational Psychology

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Much of the research on achievement goal theory has focused on the roles of mastery and performance goals in academic engagement, thus the role of other goals such as social goals has mostly been neglected. The aim of this research was to investigate the effects of different kinds of social goals (affiliation, approval, concern, responsibility and status goals) on the different facets of academic engagement. A total of 1147 Filipino secondary school students answered questionnaires assessing their social goals, achievement goals and academic engagement. Hierarchical regression analyses were employed to investigate the effects of social goals on academic engagement after controlling the effects of mastery and performance goals. Results indicate that certain kinds of social goals are also important predictors of academic engagement. We recommend that researchers consider investigating social goals that might be more salient in cross-cultural settings instead of focusing exclusively on mastery and performance goals.

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Section: Mastery and Performance Goalsmentioning

confidence: 99%

Studying for the sake of others: the role of social goals on academic engagement

King

McInerney

Watkins

2012

Educational Psychology

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“…Although this research provided significant insights into the role of motivation, it does not provide a holistic view of the goals pursued in academic contexts. Students pursue multiple goals in the classroom (Lemos 1996;Mansfield 2009Mansfield , 2010Mansfield , 2012Solmon 2006), all of which need to be considered to understand students' motivations and behaviors. Many prominent researchers argue that social goals should be regarded with the same importance as achievement goals (e.g., Covington 2000;Dowson and McInerney 2001;Urdan and Maehr 1995), as they too have implications for academic adjustment and success.…”

Section: The Role Of Social Goals In Academic Success: Recounting Thementioning

confidence: 99%

Systematic Reviews in Educational Research

2020

160

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“…Such information, obtained in a scantly researched environment, could be interesting for an international audience, as it could contribute to the better understanding of the specifics of gifted education, especially when a contemporary approach to their learning is used. In this context, the goals pursued by gifted high achievers and underachievers in comparison to their typical peers constitute an area of high interest, because of (a) the above-delineated effect of goals on the achievement of gifted students, and (b) the possibilities resulting from the further illumination of this issue for the improvement of the educational services offered to gifted students (Gallagher, Smith, & Merrotsy, 2011), especially those who underachieve (Delcourt, Cornell, & Goldberg, 2007;Mansfield, 2009).…”

Section: The Context and The Aims Of The Present Studymentioning

confidence: 99%

Motivational Differences of Greek Gifted and Non-Gifted High-Achieving and Gifted Under-Achieving Students

Agaliotis¹,

Kalyva²

2019

IES

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This study explores the differences in the motivational profiles of under-achieving gifted students and high-achieving gifted and non-gifted students. In comparison to their high-achieving peers, under-achieving gifted students reported weaker motivational orientations, in both achievement and social goals, as well as in intrinsic motivation. Gifted high achievers reported stronger mastery, competitive, cooperative, and individual orientations than non-gifted high achievers. The findings seem to lend credence to the position that intellectual and motivational giftedness are distinct. The differences in the motivational profiles of the three groups are discussed in relation to the conceptualization of underachievement in gifted students and the differentiated academic needs of this group.

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Managing multiple goals in real learning contexts

Cited by 14 publications

References 34 publications

Studying for the sake of others: the role of social goals on academic engagement

Studying for the sake of others: the role of social goals on academic engagement

Systematic Reviews in Educational Research

Motivational Differences of Greek Gifted and Non-Gifted High-Achieving and Gifted Under-Achieving Students

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