Relationships among perceived competence, intrinsic value and mastery goal orientation in English and maths

Cocks, Rachel J; Watt, Helen Margaret Gilchrist

doi:10.1007/bf03249521

Cited by 22 publications

(14 citation statements)

References 54 publications

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“…Moreover, it has been appeared as one of the most important approaches in order to understand the students' achievement motivation in the recent years (Midgley et al, 1998). According to Cocks and Watt (2004), the importance of this issue has been reflected "in revisions to the instruments used to assess students' goals" (p.82). Similarly, Deemer (2004) thought of achievement goal theory as "the predominant theory of motivation in the educational psychology literature" (p.13).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Iranian EFL Students’ Achievement Goal Orientations and Their Gender

Rashidi¹,

Javanmardi²

2012

EDU

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Achievement goal orientation has been described as the set of purposes or reasons students may adopt for performing an academic task (Dweck, 1986;Pintrich, 2000). So, Goal orientation is one of the concepts that has emerged in educational psychology over the last few decades and also is one of the most important concepts regarding learning in any educational setting. Due to the importance of students' achievement goal orientation in the education context, and the influences that goals have on their learning processes and outcomes, in the present study, the researcher has tried to investigate the type of goal orientations held by Iranian EFL students and to examine if achievement goals are dependent on gender. To achieve the goal, achievement goal orientation questionnaires were distributed among 182 B.A. students, both males and females, majoring in English Literature at Shiraz University. Consequently, having analyzed the data, the researcher found that that mastery was the dominant type of goal orientation held by Iranian EFL students. Afterwards, performance approach, work avoidant, and performance avoidant goal orientations were respectively the achievement goal orientations held by them. Then, an independent sample t-test was run for the purpose of comparing the students both males and females with the type of achievement goal orientations held by them to see whether the achievement goal orientations are dependent on gender or not. Thus, the results indicated that there were no significant differences across gender groups. That is, the goal orientations held by the students were not dependent on gender.

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Section: Introductionmentioning

confidence: 99%

The Relationship between Iranian EFL Students’ Achievement Goal Orientations and Their Gender

Rashidi¹,

Javanmardi²

2012

EDU

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“…First, classroom environment may influence learning goals. In particular, research suggests challenging tasks, methods of questioning, and classroom goal structure may encourage the development of mastery goals (Cocks & Watt, 2004;Morrone, Harkness, D'Ambrosio & Caulfield, 2004;Wolters, 2004). In a study of PSTs in particular, Morrone et al (2004) showed that when instructors structured their dialog and classroom discourse in order to support higher-order thinking, many of the PSTs developed mastery goals.…”

Section: How Motivational Profiles Develop Over Timementioning

confidence: 96%

“…And Margo recalled, "[my third grade math teacher] just was like I really want you guys to do really well on this exam so if you guys all get like an A or a B, I'll dance on my desk" (Interview 1). The link between learning goals and verbal persuasions is particularly interesting given that previous research has focused on support and encouragement as sources of learning goals (Cocks & Watt, 2004;Summers, 2006) but has not specifically focused on verbal persuasions.…”

Section: Verbal Persuasionsmentioning

confidence: 98%

“…In a study of PSTs in particular, Morrone et al (2004) showed that when instructors structured their dialog and classroom discourse in order to support higher-order thinking, many of the PSTs developed mastery goals. Mathematics learning goals may also be influenced by social support and encouragement from parents, peers, and friends (Cocks & Watt, 2004;Summers, 2006). This support may take the form of goals that parents or peers emphasize.…”

Section: How Motivational Profiles Develop Over Timementioning

confidence: 99%

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Factors that pre-service elementary teachers perceive as affecting their motivational profiles in mathematics

Phelps

2010

Educ Stud Math

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The purpose of this study was to examine the sources that pre-service teachers (PSTs) use when they construct their self-efficacy beliefs and learning goals, which compose their motivational profiles. Pre-service elementary teachers (n=22) with different motivational profiles participated in narrative interviews designed to examine retrospectively their past experiences in mathematics and the effect of those experiences on their motivational profiles. Results reveal that participants relied on multiple sources to construct their efficacy beliefs and goals, including past performance, vicarious experiences, verbal persuasions, career goals, and the fit between participants' views of mathematics and the nature of mathematics in their classes. While some of these factors have been identified by previous research, the contribution of the current study is to extend this research to a new population and to elaborate on these factors. Results also help refine and extend our knowledge of PSTs' motivation and suggest ways that teacher educators could influence PSTs' motivational profiles.

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“…It appears that competence beliefs, enjoyment (intrinsic value), and utility value would positively reinforce each other (Chouinard, Karsenti, & Roy, 2007;Cocks & Watt, 2004;Wilson et al, 2008). While the achievementrelated outcomes are employed as the final destination of this achievement-motivational theory, a more realistic picture would include reciprocal relationships (Marsh & Martin, 2011) among these constructs especially when developmental perspectives (Wigfield & Eccles, 2002) are taken into account.…”

Section: Enjoyment Competence Value and Achievementmentioning

confidence: 99%

The structural equation modeling of reading interest psycho-behavioural constructs: How are they related across different modes of reading?

Putro

Lee²

2017

REiD

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The present study examines the relationships between the psycho-behavioral constructs underlying undergraduate students' reading interest. The a priori framework in conceptualizing the subcomponents of reading interest is based on two modes of reading (printed-text-based and also Internet-based), and three types of psycho-behavioral motives/intentions of reading (affective, cognitive, and behavioral). Participants in this study were students (M = 20.14 years old) from an Indonesian university (n = 993). Exploratory and confirmatory factor analyses show the salience of 10 factors across reading modes and psycho-behavioral domains of reading. The most acceptable SEM models that explore the relationships among the sub-components of reading interest have the student reading interest in the print mode preceded interest in reading online materials. Implications of these findings are discussed for theory development and practice.

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Relationships among perceived competence, intrinsic value and mastery goal orientation in English and maths

Abstract: Abstract

Cited by 22 publications

References 54 publications

The Relationship between Iranian EFL Students’ Achievement Goal Orientations and Their Gender

The Relationship between Iranian EFL Students’ Achievement Goal Orientations and Their Gender

Factors that pre-service elementary teachers perceive as affecting their motivational profiles in mathematics

The structural equation modeling of reading interest psycho-behavioural constructs: How are they related across different modes of reading?

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