Goals, Goal Structures, and Patterns of Adaptive Learning
Routledge, Apr 8, 2014 - Education - 336 pages
Achievement goal theory has emerged as one of the preeminent approaches to motivation. Goals, Goal Structures, and Patterns of Adaptive Learning presents the findings of a large scale, longitudinal study that use goal theory as the lens through which to examine the relation among achievement goals, the learning context, and students' and teachers' patterns of cognition, affect, and behavior. These results are integrated within the larger literature on goal theory, providing an overview of the research that has been conducted, as well as suggestions that goal theory researchers might want to consider.
Written by scholars who are well-known in the field, this book:
*provides a comprehensive summary of research related to achievement goal theory--one of the preeminent approaches to motivation today;
*presents a detailed overview of research conducted in conjunction with the Patterns of Adaptive Learning Study--a decade-long multi-faceted study employing both quantitative and qualitative methods. A description of the development, reliability, and validity of the Patterns of Adaptive Learning Scales is included. These scales are being used by many researchers using achievement goal theory in this country and internationally;
*includes important information about the relevancy of achievement goal theory for an understanding of avoidance behaviors in schools;
*describes the relevancy of achievement goal theory for children who are disaffected from school and schooling; and
*points to the gaps in research on achievement goal theory, and provides guidance for future research in the field.
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Other editions - View all
ability grouping academic efficacy academic tasks achievement goal theory achievement motivation Adaptive Learning Study African American students American Educational Research Anderman assess avoidance behaviors avoidance of help beliefs challenge cheating classroom goal structure cognitive context disaffection disruptive behavior dissonance Dweck early adolescents Eccles Edelin Educational Psychology eighth grade elementary school Elliot emphasis on mastery emphasis on performance examined extrinsic goals feel Gheen goal orientation help seeking high school important included interaction intrinsic motivation Journal of Educational Kaplan learning environment Maehr mastery and performance mastery goal structure Meece middle school Middleton Midgley motivation and achievement Nicholls outcomes Patrick Patterns of Adaptive peers perceptions performance goal structure performance-approach goals performance-avoid goals personal goals Pintrich positive relationships reported Roeser role Ryan schoolwork self-efficacy self-handicapping self-regulated learning sixth grade social comparison social environment Social Psychology strategies suggested survey transition to middle understanding Urdan White students young adolescents