The role of achievement goal orientations in students' perceptions of and preferences for classroom environment
Bibliographic Data
| ID | 5263077 |
|---|---|
| Authors | Anna Tapola (0000-0003-0442-2051, University of Helsinki, corresponding author), Markku Niemivirta (0000-0001-7152-5152, University of Helsinki) |
| Year | 2008 |
| Volume | 78 |
| Issue | 2 |
| Pages | 291-312 |
| Publication date | 2008-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709907x205272 |
| PMID | 17535519 |
| OpenAlex | W2014053743 |
| Language | EN |
| Citations received | 25 |
| References cited | 57 |
Background. Recent research on achievement motivation has begun to examine the effects of environmental factors affecting students' motivational beliefs and goal tendencies. However, when interpreting and applying the results, individual factors underlying students' different perceptions of their learning environment are often ignored. An implicit assumption seems to be that regardless of their dispositional differences (e.g. motivational basis), students will experience and benefit from instructional practices in the same way.Aims. This paper highlights the importance of students' dispositional motivational factors when examining differences in their perceptions of and preferences for the learning environment. The study builds on a conception of student motivation that emphasizes the interaction of individual and contextual factors.Sample and method. Questionnaires served as self-report tools and assessed students' achievement goal orientations, self-esteem, causality beliefs, academic withdrawal and perceptions of and preferences for the learning environment. The sample consisted of 208 sixth grade elementary school students.Results. Based on latent class cluster analysis and one-way analyses of variance, it was found that students' perceptions of and preferences for the learning environment vary depending on differences in students' motivational tendencies.Conclusions. Students' dispositional motivational characteristics should be taken into account both in theoretical considerations and in instructional interventions
Academic achievement · Causality (physics) · Developmental psychology · Goal Orientation · Goal theory · Mathematics education · Perception · Psychological intervention · Sample (material) · Variance (accounting) · Education, Achievement, and Giftedness · Educational Environments and Student Outcomes · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Achievement goal orientations and academic well-being across the transition to upper secondary education
Grades and Glory
Students’ perceptions of learning environment
Students’ perceived classroom goal structure and its relations with their achievement goals in Chinese reading classrooms
Mastery performance‐goal orientation objective test
Differences in students’ school motivation
Adolescent achievement goal profiles and their relationships with predictors and outcomes
Unpacking classroom goal structures based on students’ own words
Differentiating classroom climate concepts
Singapore Primary Students’ Pursuit of Multiple Achievement Goals
Relationship between lifestyle values and achievement goal orientation among vocational students in Thailand
In the eye of the beholder
Motivational climate through the eyes of teachers
Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement
The classroom environment and college students’ being silent/hidden dropouts
Student-teacher agreement on classroom goal structures and potential predictors
Mapping the classroom emotional environment
Loci of Causality and Orientation in Occupational and Educational Choices
Gender and cultural differences in school motivation
Differences in pupil characteristics and motives in being a victim, perpetrator and witness of violence in secondary education
Multi‐level aspects of social cohesion of secondary schools and pupils' feelings of safety
Does teacher support predict students' growth mindset? A random intercept cross‐lagged panel model
The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes
Personal and situational predictors of test anxiety of students in post-compulsory education
An Educational-Vocational Intervention
Studying individual Development in An interindividual Context
Society and the Adolescent Self-Image
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school
An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research
Research on the self-fulfilling prophecy and teacher expectations.
Self-enhancing and self-defeating ego orientation
Achievement goals in the classroom
Model Modification
Latent Class Cluster Analysis
The Dilemma of Performance-Approach Goals
Multiple goals, multiple pathways
Predicting high school students' cognitive engagement and achievement
Achievement Goals and the Hierarchical Model of Achievement Motivation
The classroom environment and students' reports of avoidance strategies in mathematics
What it takes to do well in school and whether I've got it
Avoiding the demonstration of lack of ability
Advancing Achievement Goal Theory
Performance-approach goals
Social Predictors of Changes in Students' Achievement Goal Orientations
Revision of achievement goal theory
Perceptions of classroom environment, achievement goals, and achievement outcomes.
Classrooms
A social-cognitive approach to motivation and personality.
Resilience in the Face of Catastrophe
A Scaled Difference Chi-Square Test Statistic for Moment Structure Analysis
Structural Model Evaluation and Modification
A 2 × 2 achievement goal framework
Test anxiety and the hierarchical model of approach and avoidance achievement motivation
The Relationships Between Cooperative, Competitive, and Individualized Learning Preferences and Students’ Perceptions of Classroom Learning Atmosphere
The Role of Classroom Goal Structure in Students’ Use of Self-Handicapping Strategies
Comparative fit indexes in structural models
Approach and avoidance achievement goals and intrinsic motivation
Control, means-ends, and agency beliefs
Origins and pawns in the classroom
Implicit Theories
Classroom goal structure and student disruptive behaviour
The Development of a Co-operative, Competitive, and Individualised Learning Preference Scale for Students
| Unique citing works | 25 |
|---|---|
| Citations per year | 1,47 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 25 |