Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure

Luo, Wenshu; Hogan, David; Paris, Scott G.

doi:10.1016/j.lindif.2011.07.002

Cited by 39 publications

(17 citation statements)

References 73 publications

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“…The vignette approach (Authors, 2013) allows teachers to distinguish the different types of students and to identify students who are vulnerable to lower academic achievement. It has been shown that teachers can stimulate the endorsement of adaptive mastery goals by creating a mastery goal environment in the classroom, through emphasizing the importance of learning and knowing (Luo, Hogan, & Paris, 2011;O'Keefe, Ben-Eliyahu, & Linnenbrink-Garcia, 2013). In turn, changes in mastery goal orientation have been found to lead to changes in strategy use (Meece & Miller, 2001).…”

Section: Discussionmentioning

confidence: 99%

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Dekker¹,

Krabbendam²,

Lee³

et al. 2016

JEDP

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This study investigated whether academic achievement was predicted by the goal which generally drives a student's learning behaviour. Secondly, the role of metacognitive self-regulation was examined. The dominant goal orientation was assessed using a new method. 735 adolescents aged 10-19 years read vignettes of students that reflect four goal orientations. Participants indicated which student they resembled most, which revealed their dominant goal orientation. Age, sex and level of parental education were controlled for. Results showed that students with motivation goals of the mastery and performance-approach types obtained higher grades than students characterized by the performance-avoidance and work-avoidance goal type. A mediation analysis showed that goal orientations predicted achievement through the level of metacognitive self-regulation. Intrinsically motivated students showed the best metacognitive self-regulation skills of all students, whereas work-avoidant students had the lowest level of self-regulation skills. The scores of students with performance goals fell in-between. The research showed that the higher grades obtained by performance-approach students, compared to performance-avoidant and work-avoidant students, can partially be explained by their higher levels of metacognitive self-regulation. Thus, goal orientation predicted achievement differences through metacognitive self-regulation skills. This suggests that intrinsic motivation and self-regulation skills should ideally be supported in the classroom. Furthermore, it suggests that teachers could use vignettes to distinguish different types of students in order to identify students who are vulnerable to lower academic achievement.

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Section: Discussionmentioning

confidence: 99%

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Dekker¹,

Krabbendam²,

Lee³

et al. 2016

JEDP

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show abstract

“…Previous research has shown that it is possible to influence goal orientations by changing the school environment, or classroom goal structure (Luo, Hogan, & Paris, 2011;Meece, Anderman, & Anderman, 2006). When teachers emphasized the importance of mastery of the study material, more students endorsed a mastery orientation.…”

Section: Running Head: Sex Differences In Goal Orientations 9 4 Discmentioning

confidence: 95%

Sex differences in goal orientation in adolescents aged 10–19: The older boys adopt work-avoidant goals twice as often as girls

Dekker¹,

Krabbendam²,

Lee³

et al. 2013

Learning and Individual Differences

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“…This theoretical framework suggests that students have different reasons for engaging or not engaging in learning activities but also different standards for evaluating the outcome of learning activities (Ames, 1992;Urdan & Turner, 2005).Research provides strong evidence that students' achievement goal orientations are affected by the goal structure in the classroom or school (e.g., Luo, Hogan, & Paris, 2011;Roeser, Midgley, & Urdan, 1996;Urdan & Midgley, 2003;Wolters, 2004).…”

Section: Goal Orientationmentioning

confidence: 99%

Students’ Perceptions of the Goal Structure in Mathematics Classrooms: Relations with Goal Orientations, Mathematics Anxiety, and Help-Seeking Behavior

Federici¹,

Skaalvik²,

Tangen³

2015

IES

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This study explores relations between students' perceptions of the classroom goal structures, their personal goal orientations, mathematics anxiety, and help-seeking behavior in mathematics classes. The respondents were 309 Norwegian middle school students. The data were analyzed by means of structural equation modeling (SEM). The analyses revealed that a mastery goal orientation was associated with lower levels of anxiety and more use of help-seeking behavior whereas performance-avoidance orientation predicted higher levels of anxiety and less use of help-seeking behavior. We found no direct relation between goal structure and mathematics anxiety or help-seeking behavior. However, the perceived goal structure was indirectly related to these variables, mediated through personal goal orientation.

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Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure

Cited by 39 publications

References 73 publications

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Sex differences in goal orientation in adolescents aged 10–19: The older boys adopt work-avoidant goals twice as often as girls

Students’ Perceptions of the Goal Structure in Mathematics Classrooms: Relations with Goal Orientations, Mathematics Anxiety, and Help-Seeking Behavior

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