Students' reports of motivation and negative affect: A theoretical and empirical analysis.

Turner, Julianne C.; Thorpe, Pamela K.; Meyer, Debra K.

doi:10.1037/0022-0663.90.4.758

Cited by 158 publications

(130 citation statements)

References 52 publications

(104 reference statements)

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“…Profiles similar to the three profiles discussed above were also identified in previous cluster analytic studies focusing on the classical mastery-performance dichotomy, which have generally identified a mastery-dominated profile, a performance-dominated profile, an unmotivated profile, and a high mastery/high performance profile (e.g., Daniels et al 2008;Turner, Thorpe, & Meyer, 1998), mainly among samples of North American children and young adults. In addition to the previously discussed Mastery-Socially Oriented profile, the Mastery Oriented profile (males only) also seems to correspond to the mastery-dominant profiles identified in these studies.…”

Section: Gender Differentiation and Similarity In Achievement Goal Prmentioning

confidence: 71%

Achievement goal profiles among adolescent males and females.

Litalien

Morin

McInerney

2017

Developmental Psychology

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Achievement goal theory has long been a dominant model in the study of student motivation. However, a relatively small number of researchers have investigated gender differences in achievement goals or have considered the possible role that social and extrinsic goals may play in student academic motivation. Adopting a person-centered multiple goals perspective based on personal investment theory, this longitudinal study investigated whether males and females shared similar goal profiles, and whether the predictors (facilitating conditions) and outcomes (learning processes, task perseverance, and future aspirations) of these profiles were equivalent across genders. Profiles were extracted from 8 types of academic goals, based on a large sample of Hong Kong high school students (N = 7,848). Findings revealed 5 distinctive profiles for both males and females. Although the relative size of these profiles differed across samples of male and female students, the results show that 4 of these profiles were mostly equivalent across genders. Predictors of membership into these profiles were also equivalent across genders, whereas their relative outcomes were specific to gender.

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Section: Gender Differentiation and Similarity In Achievement Goal Prmentioning

confidence: 71%

Achievement goal profiles among adolescent males and females.

Litalien

Morin

McInerney

2017

Developmental Psychology

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“…Students with low self-efficacy beliefs are more vulnerable to experience achievement anxiety, because believing that something in the situation exceeds their competence or threatens their feelings of self-worth leads them to dwell on these worries instead of concentrating on adaptive functioning (Bandura, 1993;Turner et al, 1998).…”

Section: Achievement-related Affects and Behaviorsmentioning

confidence: 99%

“…Active form of task avoidance, on the other hand, is characterized by a low level of effort and an active attempt to avoid the challenge by engaging in irrelevant activities. Lowered beliefs in personal competence lead the students to expect nothing but failure, and to engage in task-irrelevant behaviors in order to create an excuse for this failure (self-handicapping; Midgley, Arunkumar, & Urdan, 1996;Turner, Thorpe, & Meyer, 1998).…”

Section: Achievement-related Affects and Behaviorsmentioning

confidence: 99%

The role of temperament in children's affective and behavioral responses in achievement situations

Hirvonen

Aunola

Alatupa

et al. 2013

Learning and Instruction

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(2013). The role of temperament in children's affective and behavioral responses in achievement situations. Learning and Instruction, 27 (1), 21-30. doi:10.1016/j.learninstruc.2013.02 Although students' affects and behaviors in achievement situations have been shown to be influenced by their previous learning experiences, less is known about how they relate to students' dispositional characteristics, such as temperament. This study examined to what extent children's temperament is related to their affective and behavioral responses in achievement situations. Teachers rated first-graders' (n = 153) temperamental characteristics in the Fall semester. Children's active task avoidance, anxiety, and helplessness were rated in test situations in the Fall and Spring semesters. The results showed that the more easily distracted the children were, the more task avoidance they showed, and the more their task avoidance increased during the first grade. Moreover, children's high level of inhibition was related to high levels of anxiety and helplessness. The findings suggest that characteristics that are related to students' behavioral regulation and inhibition are particularly important for their affective and behavioral responses in achievement situations.

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“…As stated by [15], the relation between attitude and motivation for learning has been actively studied in psychology. [16] found that attitude of students toward learning were correlate to achievement, motivation to learn, and self-regulated learning.…”

Section: Motivationmentioning

confidence: 99%

A Framework for Learning Programming Using TQM

Yacob¹,

Saman²,

Yusoff³

2012

IJIET

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Abstract-Computer programming is known for its complexity and difficulty among novice. Developing good computer programming skills requires students to do a lot of exercises. Besides, high self motivation is the only types of person that required in performing better in programming development. In this research, an exploration for PDCA cycle from manufacturing area will be transform into computer programming learning for continuous process improvements. Expected results from this study will reflect to the research questions. This paper contributed on the motivations of applying TQM to the programming learning using Problem-based learning through web-based environment. Therefore, we believe that constructive development through PBL and web-based programming learning tends to support cognitive development among novice.Index Terms-Kaizen, PDCA, programming learning, TQM.

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Students' reports of motivation and negative affect: A theoretical and empirical analysis.

Cited by 158 publications

References 52 publications

Achievement goal profiles among adolescent males and females.

Achievement goal profiles among adolescent males and females.

The role of temperament in children's affective and behavioral responses in achievement situations

A Framework for Learning Programming Using TQM

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