Relation between Achievement Goals and Self-Beliefs of Middle School Students in Writing and Science.
Relation between Achievement Goals and Self-Beliefs of Middle School Students in Writing and Science.
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中学生写作和科学成就目标与自我信念之间的关系。
DOI：
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发表时间：
2000
影响因子：
10.3
通讯作者：
Gio Valiante
中科院分区：
文献类型：
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作者：
Frank Pajares;Shari L. Britner;Gio Valiante
两项研究旨在调查中学写作（N = 497）和科学（N = 281）领域的成就目标（任务、表现方法、表现避免）、动机结构和性别之间的关系。在这两项研究中，任务目标与自我效能、自我概念和自我调节的自我效能呈正相关，与忧虑呈负相关。绩效目标与自我概念呈正相关；避免表现的目标与自我概念和自我调节的自我效能呈负相关，与忧虑呈正相关。在写作中，表现方法目标也与自我效能呈正相关，而表现回避目标则呈负相关，并且女孩有更强的任务目标。与绩效目标相关的研究结果表明，发展因素可能在确定这些目标是否对培养动力有促进作用时发挥作用。任务目标和绩效方法目标是相关的，这表明它们都基于可带来积极成果的自我监管实践。版权所有 2000 学术出版社。
Two studies were conducted to investigate the relationship between achievement goals (task, performance-approach, performance-avoid), motivation constructs, and gender in the areas of middle school writing (N = 497) and science (N = 281). In both studies, task goals were associated positively with self-efficacy, self-concept, and self-efficacy for self-regulation and negatively with apprehension; performance-approach goals were associated positively with self-concept; and performance-avoid goals were associated negatively with self-concept and self-efficacy for self-regulation and positively with apprehension. In writing, performance-approach goals also related positively with self-efficacy, whereas performance-avoid goals related negatively and girls had stronger task goals. Findings related to performance-approach goals suggest that a developmental component may be at work in determining whether these goals serve a facilitative function in fostering motivation. Task goals and performance-approach goals were related, suggesting that they are each grounded in self-regulatory practices that lead to positive outcomes. Copyright 2000 Academic Press.