Relations of learner-centered teaching practices to adolescents’ achievement goals

Meece, Judith L.; Herman, Phillip; McCombs, Barbara L.

doi:10.1016/j.ijer.2004.06.009

Cited by 93 publications

(69 citation statements)

References 45 publications

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“…We have to remember the cross-sectional nature of this study precludes us from drawing any conclusions about cause and effect relationships (Meece, Herman, & McCombs, 2003). Further research, will have to include longitudinal designs to study the role of achievement goals over time to see, for example, if mastery goals evaluated at the beginning of the academic year could in fact predict a higher academic achievement at the end of the academic year.…”

Section: Limitationsmentioning

confidence: 99%

Achievement Goals, Learning Strategies and Language Achievement among Peruvian High School Students

2007

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We used an achievement goal framework to study the role of motivation in the academic context of a Peruvian sample of 8 th to 10 th grade high school students (N = 1505). The purpose of this cross-sectional study was to examine the relationship between students' achievement goals, their use of learning strategies and their academic achievement. Multiple Hierarchical Regressions Analyses identified, as predicted, positive effects of mastery goals, including more use of learning strategies and higher academic achievement, and negative effects of performance avoidance goals, including lower academic achievement. Mixed results were found for pursuing performance approach goals, which predicted a greater use of learning strategies, but were unrelated to academic achievement. The present findings support the external validity of achievement goal theory in a sample of students from a culture that is understudied in the achievement goal literature in particular and the motivational literature in general. IntroductionEducation is of tremendous importance, more than ever before in history (Maehr & Midgley, 1996). To succeed in education, students not only need to dispose of the necessary cognitive skills, they also need to have the will or motivation to learn (Pintrich & De Groot, 1990). This is why teachers, educational psychologists and researchers recognised the usefulness of identifying effective pathways to promote students' adaptive motivation and achievement goals in classrooms.Within the realm of educational and motivation psychology, achievement goal theory represents one of the most important frameworks to conceptualise students' motivation and to study their effects on engagement, learning and performance in academic settings (Patrick, Anderman, Ryan, Edelin, & DOI: http://dx.doi.org/10.5334/pb-47-1-51 Pintrich, Conley, & Kempler, 2003;Pintrich & Schunk, 2002). In this respect, Pintrich (2000a, p. 94) pointed out that the central achievement goal constructs, that is mastery and performance goals, reflect "an organised system, theory, or schema for approaching, engaging and evaluating one's performance in an achievement context". 52 ACHIEVEMENT GOALS AMONG PERUVIAN HIGH SCHOOL STUDENTSThese qualitatively different types of achievement goals were expected to yield differential effects on students' learning and performance and various studies within Western cultures have provided evidence for these claims (see Brophy, 2005 for an overview). The present study goes beyond this past work by examining the usefulness of achievement goals to predict the learning and performance in a sample of Peruvian high school students, which have been understudied in the achievement goal literature in particular and motivation literature in general. Mastery and performance achievement goalsAchievement goals refer to the purposes or reasons for engaging in achievement behaviour and the ways in which a person responds to these achievement situations (Ames, 1992;Linnenbrink & Pintrich, 2000;Pintrich & Schunk, 1996). It includes differ...

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Section: Limitationsmentioning

confidence: 99%

Achievement Goals, Learning Strategies and Language Achievement among Peruvian High School Students

2007

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“…En revanche, quand les exercices à réaliser ne sont pas particulièrement difficiles, les buts de maîtrise ne sont pas reliés à la performance. Or la plupart des études ne tiennent pas particulièrement compte du niveau de difficulté des tâches (Meece, Herman & Mc Combs, 2003), alors que cette variable semble constituer un modulateur important des liens buts de maîtrise-performance.…”

Section: Conséquences Pour L'élève D'un Climat Motivationnel De Maîtrunclassified

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

Sarrazin¹,

Tessier²,

Trouilloud³

2006

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“…Finally, most teachers are pressured to teach as much content as possible in an effort to better prepare their students for the nationwide standardized university entrance examination. These learning goals that the teachers promote (whether intentionally or unintentionally) impact the type of goals that the students adopt for themselves (Meece, Herman, & McCombs, 2003). As evidenced in the findings of this case study, the national educational policies, the nature of the science curriculum it promotes and how it is being taught influence students' attitudes towards science and their underperformance in science.…”

Section: Discussionmentioning

confidence: 79%

Self-Report and Academic Factors in Relation to High School Students’ Success in an Innovative Biotechnology Program

Peterman¹,

Pan²,

Robertson³

et al. 2014

JTE

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This case study investigated the factors that impact Turkish high school students' attitudes towards science and their academic performance in science. The participants were 273 high school students representing students with diverse academic achievements and socioeconomic backgrounds. The results show that students cited their lack of motivation, socialization cost, poor teaching quality, intensity of content coverage and limited background knowledge as the source of their negative attitudes towards science and their low academic performance in science. The majority of participants cited securing their parents' and teachers' appreciation and self-appraisal as the main motivators for the time and effort that they invested into studying science. The discussion focuses on the importance of classroom discourse and teaching strategies for addressing students' low interest and performance in science.

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Relations of learner-centered teaching practices to adolescents’ achievement goals

Cited by 93 publications

References 45 publications

Achievement Goals, Learning Strategies and Language Achievement among Peruvian High School Students

Achievement Goals, Learning Strategies and Language Achievement among Peruvian High School Students

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

Self-Report and Academic Factors in Relation to High School Students’ Success in an Innovative Biotechnology Program

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Relations of learner-centered teaching practices to adolescents’ achievement goals

Cited by 93 publications

References 45 publications

Achievement Goals, Learning Strategies and Language Achievement among Peruvian High School Students

Achievement Goals, Learning Strategies and Language Achievement among Peruvian High School Students

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

Self-Report and Academic Factors in Relation to High School Students&#8217; Success in an Innovative Biotechnology Program

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Self-Report and Academic Factors in Relation to High School Students’ Success in an Innovative Biotechnology Program