Patterns of Adaptive Learning Scales

Midgley, Carol; Kaplan, Avi; Middleton, Michael; Maehr, Martin L.; Urdan, Tim; Anderman, Lynley H.; Anderman, Eric M.; Roeser, Robert W.

doi:10.1037/t19870-000

Cited by 787 publications

(1,405 citation statements)

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“…Achievement goal orientations were assessed during the pretest phase with the Patterns of Adaptive Learning Survey (PALS; Midgley et al, 2000), which was adapted to assess students' motivation in relation to science. Students were asked to report on the extent to which each item reflected their beliefs in relation to their high school biology course by rating each item on a 5-point Likert scale (1 = not at all true, 5 = very true).…”

Section: Methodsmentioning

confidence: 99%

Motivation, learning, and transformative experience: A study of deep engagement in science

et al. 2009

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This study investigated the prevalence of transformative experiences, antecedents of transformative experience, and the relation between transformative experience and deep-level learning (conceptual change and transfer) for high school biology students (N = 166). Results suggested that the high school students in our sample typically engaged in low levels of transformative experience with respect to biology, but those students who strongly identified with science and who endorsed a mastery goal orientation were more likely to report engagement in higher levels of transformative experience. Furthermore, a higher level of engagement in transformative experience was positively associated with (a) conceptual change in understanding the concept of natural selection, but not inheritance, at the post-and follow-up assessments and (b) transfer at the follow-up assessment. According to Jackson (1986), there are two enduring outlooks in education, the mimetic, which focuses on transmitting predetermined and measurable information to students, and the transformative, which focuses on the transformation of qualities such as values, attitudes, and perceptions. Unfortunately, the majority of our efforts for educating children

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Section: Methodsmentioning

confidence: 99%

Motivation, learning, and transformative experience: A study of deep engagement in science

et al. 2009

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“…Smith et al (2002) compared the PALS with two other measures of goal orientation. They developed a 16 item version based on the questionnaire developed by Midgley et al (1998) and concluded that the three goal orientation instruments were valid.…”

Section: Student Characteristics Goal Orientation Measure: Palsmentioning

confidence: 99%

“…The PALS (Patterns of Adaptive Learning Survey) scale is a widely used and validated questionnaire (Day, Radosevich & Chasteen, 2003;Midgley et al, 1998;Ross, Shannon, Salisbury-Glennon & Guarino, 2002;Smith, Duda, Allen & Hall, 2002). Smith et al (2002) compared the PALS with two other measures of goal orientation.…”

Section: Student Characteristics Goal Orientation Measure: Palsmentioning

confidence: 99%

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

2009

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Although many educators help others to develop oral presentation skills, little research is available to direct the instructional design activities of these educators. In the present article an explorative study on university freshman is described, in which goal-setting, selfreflection, and several characteristics of the subjects during oral presentations were analysed.The research results emphasize the critical impact of motivational constructs, such as self-

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“…Therefore perceived changes in the most maladaptive classroom goal structure seem to have the most influence on the development of students' social goals. Our findings of the role of goal structures on students' own social goals builds upon the important work conducted by Shim et al (2013), and adds to the literature in several ways: a) we examined three types of classroom goals (e.g., Midgley et al, 2000) rather than two, b) we focused on high school students rather than middle school students, and c) we expanded empirical support for goal structures through examining how goal structures (and changes in goal structures) predicted trajectories of social goals rather than just mean levels. Our results suggest that classrooms should emphasize academic mastery goals and de-emphasize performance-avoidance goals (see Meece, Anderman, & Anderman, 2006 for recommendations) to encourage the development of adaptive social goals.…”

Section: The Role Of the School Contextmentioning

confidence: 64%

The role of goal structures and peer climate in trajectories of social achievement goals during high school.

Makara

Madjar

2015

Developmental Psychology

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Students’ social goals—reasons for engaging in interpersonal relationships with peers—are consequential for students’ interactions with their peers at school and for their well-being. Despite the salience of peer relationships during adolescence, research on social goals is generally lacking compared with academic goals, and it is unknown how these social goals develop over time, especially among high school students. The aim of the study was to assess trajectories of students’ social goals and to determine how relevant individual and contextual variables predicted initial levels and trajectories of students’ social goals. Participants were 9th through 12th grade students (N = 526) attending a U.S. high school. Students filled out surveys of their social goals (social development, social demonstration-approach, and social demonstration-avoidance) 6 times across 2 school years. Nonlinear growth curve analyses and piecewise growth curve analyses were used to assess trajectories of social goals across time. Students’ initial levels of social goals differed based on their gender, grade level, prior achievement, and perceptions of classroom goals structures and peer climate. Furthermore, despite substantial stability over time, the shapes of these goal trajectories were predicted by students’ gender, grade level, and perceptions of classroom goal structures and peer climate. In particular, students who perceived an increase in performance-avoidance classroom goals maintained higher demonstration social goals and decreased in developmental social goals over time, and students who perceived an increase in positive peer climate decreased in demonstration-avoidance social goals. Implications and directions for future research on social goals are discussed.

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Patterns of Adaptive Learning Scales

Cited by 787 publications

References 0 publications

Motivation, learning, and transformative experience: A study of deep engagement in science

Motivation, learning, and transformative experience: A study of deep engagement in science

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

The role of goal structures and peer climate in trajectories of social achievement goals during high school.

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