Theories of education among academically able adolescents

Thorkildsen, Theresa A.

doi:10.1016/0361-476x(88)90031-8

Cited by 31 publications

(31 citation statements)

References 5 publications

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“…Task orientation, on the other hand, has been linked to the view that an important purpose of school education is to enhance learning and understanding of the world and to foster commitment to society (Nicholls et al, 1985;Thorkildsen, 1988). Similar findings have been reported in the athletic arena (e.g., Duda, 1989;Duda & Nicholls, 1992;Roberts, Hall, Jackson, Kimiecik, & Tonymon, 1995;Roberts & Ommundsen, 1996;Roberts et al, , 1997Treasure & Roberts, 1994a;White, Duda, & Keller, 1998), indicating that worldviews cut across educational and sport contexts.…”

Section: Purposes Of Sportsupporting

confidence: 66%

Understanding the Dynamics of Motivation in Sport and Physical Activity: An Achievement Goal Interpretation

Roberts¹,

Treasure²,

Conroy

2007

Handbook of Sport Psychology

290

355

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Section: Purposes Of Sportsupporting

confidence: 66%

Understanding the Dynamics of Motivation in Sport and Physical Activity: An Achievement Goal Interpretation

Roberts¹,

Treasure²,

Conroy

2007

Handbook of Sport Psychology

290

355

View full text Add to dashboard Cite

“…Early research on beliefs about the causes of success at school (e.g. Nicholls, Patashnick, & Nolen, 1985;Thorkildsen, 1988) considered this last type of belief resulted in students pretending to be involved and was likely to be supported by a performance-avoidance goal orientation. These causal beliefs, defined as relatively stable attributions for the causes of success at school (Hosenfeld, 2002), are expected to play a major role in students' emotional responses during learning.…”

Section: Causal Beliefs and Task-related Emotionsmentioning

confidence: 97%

Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics

Tulis

Ainley

2011

Educational Psychology

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The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students' taskrelated emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students' goal orientation and their causal attributions for success in school.

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“…While much of Nicholls' work was qualitative and constructivist in nature (e.g., Nicholls, 1976Nicholls, , 1978Nicholls, , 1992Nicholls, Patashnik, & Mettetal, 1986), early on he participated in the creation of a survey measure (Nicholls et al, 1985) that in whole or in part was widely used (e.g., Martin & Debus, 1998;Nicholls, 1989;Nolen, 1988;Nolen & Haladyna, 1990;Thorkildsen, 1988) and provided a basis for other measures (e.g., Meece et al, 1988). In his approach, Nicholls assigned a central role to students' beliefs about success in school as indices of goal orientations.…”

Section: Survey Research Proceduresmentioning

confidence: 99%

The Contributions and Prospects of Goal Orientation Theory

2006

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In the last two decades, goal orientation theory has become an important perspective in the field of achievement motivation, and particularly in academic motivation. However, as research in the theory has proliferated, the use of multiple methods to assess goal orientations seems to have contributed to theoretical vagueness, especially with regard to the origin, development, and stability of these orientations. This review article starts with a critique of methods used in goal orientation research. The article then suggests six possible theoretical models of goal orientations that seem to be suggested by the literature, including the perspectives of goal orientations as emerging from: situation-schemas, selfschemas, self-prime, needs, values, and situated meaning-making processes. The article concludes with pointing to convergent findings, implications for practice, and persisting as well as emerging issues for future research.

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Theories of education among academically able adolescents

Cited by 31 publications

References 5 publications

Understanding the Dynamics of Motivation in Sport and Physical Activity: An Achievement Goal Interpretation

Understanding the Dynamics of Motivation in Sport and Physical Activity: An Achievement Goal Interpretation

Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics

The Contributions and Prospects of Goal Orientation Theory

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