Goal-directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals
Goal-directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals
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DOI：
10.1207/s15326985ep4101_5
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发表时间：
2006-12-01
影响因子：
8.8
通讯作者：
Vedder, P
中科院分区：
文献类型：
--
作者：
Boekaerts, M;de Koning, E;Vedder, P
社会建构主义原则和关于学习者群体的原则表明，作为一个负责任的学生，不仅要在任务中表现出色，还要有动机、有意志策略、理解规则和规章制度，并能获得有效的社会支持网络。在新的学习环境中，什么样的动机过程能激发学生的行为是一个备受争议的问题。本文认为，新的学习环境带来了多种内容目标，包括“我想要娱乐”、“我想要归属感”、“我想要安全”和“我想要因我是谁而受到重视”。这篇文章描述了三个目标框架，这些框架以前是教育心理学的外围，它们阐明了这些目标：福特的目标分类法，卡弗和谢耶的分层目标模型，以及施瓦茨的价值体系。文章指出，在学生带入课堂的内容目标的性质、目标之间的相互关系以及环境条件对目标的影响等方面，知识存在相当大的差距。新的研究应该揭示学生在他们不同的内容目标之间建立的模式、一致性和冲突。
Principles of social constructivism and about communities of learners clarify that being a responsible student involves performing well on a task as well as having motivation, having volition strategies, understanding rules and regulations, and having access to a productive social support network. A hotly debated issue is what motivation processes energize student behavior in new learning environments. This article argues new learning environments bring to the fore multiple content goals, including "I want to be entertained," "I want to belong," "I want to feet safe," and "I want to be valued for who I am." This article describes 3 goal frameworks previously peripheral to educational psychology that illuminate these goals: Ford's goal taxonomy, Carver and Scheier's hierarchical goal model, and Schwartz's value system. The article identifies considerable gaps in knowledge about the nature of content goals students bring to the classroom, interrelations among goals, and the effects of environmental conditions on goals. New research should uncover patterns, alignments, and conflicts students establish among their different content goals.