ACHIEVEMENT GOALS IN THE CLASSROOM - STUDENTS LEARNING-STRATEGIES AND MOTIVATION PROCESSES
ACHIEVEMENT GOALS IN THE CLASSROOM - STUDENTS LEARNING-STRATEGIES AND MOTIVATION PROCESSES
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DOI：
10.1037/0022-0663.80.3.260
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发表时间：
1988-09-01
影响因子：
4.9
通讯作者：
ARCHER, J
中科院分区：
文献类型：
--
作者：
AMES, C;ARCHER, J
我们研究了具体的动机过程是如何在实际的课堂环境中与掌握和绩效目标的突出性相关的。176名学生参加初中/高中学业先进的学生随机选择从他们的班级之一，并回答了一份问卷，他们的看法，课堂目标导向，使用有效的学习策略，任务选择，态度和因果归因。学生认为在课堂上掌握目标的重点报告使用更有效的策略，更喜欢挑战性的任务，有一个更积极的态度，对类，并有一个更强的信念，成功来自一个人的努力。将成绩目标视为突出的学生倾向于关注自己的能力，对自己的能力进行负面评价，并将失败归因于缺乏能力。模式和强度的研究结果表明，课堂目标取向可能有助于保持适应性动机模式时，掌握目标是突出的，并通过学生。（PsycInfo数据库记录（c）2016阿帕，保留所有权利）
We studied how specific motivational processes are related to the salience of mastery and performance goals in actual classroom settings. One hundred seventy-six students attending a junior high/high school for academically advanced students were randomly selected from one of their classes and responded to a questionnaire on their perceptions of the classroom goal orientation, use of effective learning strategies, task choices, attitudes, and causal attributions. Students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and had a stronger belief that success follows from one's effort. Students who perceived performance goals as salient tended to focus on their ability, evaluating their ability negatively and attributing failure to lack of ability. The pattern and strength of the findings suggest that the classroom goal orientation may facilitate the maintenance of adaptive motivation patterns when mastery goals are salient and are adopted by students.(PsycINFO Database Record (c) 2016 APA, all rights reserved)