Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes.
Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes.
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对课堂环境、成就目标和成就结果的看法。
DOI：
10.1037/0022-0663.93.1.43
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发表时间：
2001
影响因子：
4.9
通讯作者：
Shelly L. Gable
中科院分区：
文献类型：
--
作者：
Marcy A. Church;A. Elliot;Shelly L. Gable
两项研究探讨了大学生对课堂环境的感知、对课程成就目标的采用以及他们的成绩表现和内在动机之间的关系。结果显示，一个独特的前因配置文件中的每一个目标的intectomous框架：掌握目标与存在的讲座参与和缺乏一个评价的重点和苛刻的评价，性能接近目标与存在的评价重点，和性能回避目标与存在的评价重点和苛刻的评价。当感知的课堂环境和成就目标变量一起测试的预测分级性能和内在动机，结果清楚地表明，这些结果的措施感知的课堂环境的影响是间接的;感知的课堂环境影响成就目标采用，和成就目标采用，反过来，直接影响分级性能和内在动机。
Two studies examined the relationship between undergraduates' perceptions of their classroom environment, their adoption of achievement goals for the course, and their graded performance and intrinsic motivation. Results revealed a distinct antecedent profile for each goal in the trichotomous framework: Mastery goals were linked to the presence of lecture engagement and the absence of an evaluation focus and harsh evaluation, performance-approach goals were linked to the presence of evaluation focus, and performance-avoidance goals were linked to the presence of evaluation focus and harsh evaluation. When the perceived classroom environment and achievement goal variables were tested together as predictors of graded performance and intrinsic motivation, the results clearly demonstrated that the influence of the perceived classroom environment on these outcomes measures was indirect; the perceived classroom environment influenced achievement goal adoption, and achievement goal adoption, in turn, directly influenced graded performance and intrinsic motivation.