Teacher preferences for mastery-oriented students

Journal of Educational Research

Volumn 91, Issue 4, 1998, Pages 215-221

  Schraw, Gregory ^a   Aplin, Billy ^a  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038936251     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220679809597546     Document Type: Article

References (19)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
2. Ames, C., & Archer, J. (1988). Achievement in the classroom: Student learning strategies and motivational processes. Journal of Educational Psychology. 80, 260-267.
3. Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272-281.
4. Dweck, C. S., & Leggett, E. S. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
5. Elliott, E. S., & Dweck, C. S. (1988). An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
6. Greene, B. A., & Miller, R. B. (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21, 181-192.
7. Kagan, D. H. (1992). Implications of research on teacher beliefs. Educational Psychologist, 27, 65-90.
8. Kirk, R. E. (1982). Experimental design: Procedures for the behavioral sciences (2nd ed.). Belmont, CA: Brooks/Cole Publishing.
9. Meece, J. L., & Holt, K. (1993). A pattern analysis of students’ achievement goals. Journal of Educational Psychology, 85, 582-590.
10. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
11. Midgley, C., Anderman, E, & Hicks, L. (1995). Differences between elementary and middle school teachers and students: A goal theory perspective. Journal of Early Adolescence, 15, 90-113.
12. Miller, R. B., Behrens, J. T., Greene, B. A., & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18, 2-14.
13. Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
14. Roedel, T. D., Schraw, G., & Plake, B. S. (1994). Validation of a measure of learning and performance goal orientations. Educational and Psychological Measurement.
15. Schraw, G., Horn, C., Thomdike-Christ, T., & Bruning, R. (1995). Academic goal orientations and student classroom achievement. Contemporary Educational Psychology, 20, 359-368.
16. Schunk, D. H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Association, 33, 359-382.
17. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
18. Watson, G., & Glaser, E. M. (1980). Critical thinking appraisal. New York: The Psychological Corporation.
19. Weber, R. P. (1985). Basic content analysis. Newbury Park, CA: Sage.