Classroom goal orientation in high school classrooms: Revealing links between teacher beliefs and classroom environments

Educational Research

Volumn 46, Issue 1, 2004, Pages 73-90

  Deemer, Sandra A ^a  

^a MILLERSVILLE UNIVERSITY   (United States)

Author keywords

Adolescents; Classroom goal orientation; High school; Motivation; Teacher beliefs; Teacher efficacy

Indexed keywords

EID: 2442540308     PISSN: 00131881     EISSN: None     Source Type: Journal    
DOI: 10.1080/0013188042000178836     Document Type: Article

References (45)

1. Ames, C. A. (1992) Classrooms: goals, structures, and student motivation, Journal of Educational Psychology, 84, 261-271.
2. Ames, C. & Ames, R. (1984) Systems of student and teacher motivation: toward a qualitative definition, Journal of Educational Psychology, 76, 535-556.
3. Ames, C. & Archer, J. (1987) Mothers' beliefs about the role of ability and effort in school learning, Journal of Educational Psychology, 79, 409-414.
4. Ames, C. & Archer, J. (1988) Achievement goals in the classroom: students' learning strategies and motivation processes, Journal of Educational Psychology, 80, 260-267.
5. Anderman, E. M., Austin, C. C. & Johnson, D. M. (2002) The development of goal orientation, in: A. Wigfield & J. S. Eccles (Eds) Development of achievement motivation (San Diego CA, Academic Press), 197-217.
6. Anderman, E. & Maehr, M. L. (1994) Motivation and schooling in the middle grades, Review of Educational Research, 64, 287-309.
7. Anderman, E. M. & Young, A. J. (1994) Motivation and strategy use in science: individual differences and classroom effects, Journal of Research in Science Teaching, 31, 811-831.
8. Bandura, A. (1997) Self-efficacy: the exercise of control (NEW YORK, Freeman).
9. Bong, M. (2001) Between- and within-domain relations of academic motivation among middle and high school students: self-efficacy, task-value, and achievement goals, Journal of Educational Psychology, 93, 23-34.
10. Church, M. A., Elliot, A. J. & Gable, S. L. (2001) Perceptions of classroom environment, achievement goals, and achievement outcomes, Journal of Educational Psychology, 93, 43-54.
11. Deemer, S. A. & Minke, K. M. (1999) An investigation of the factor structure of the teacher efficacy scale, Journal of Educational Research, 93, 3-10.
12. Dweck, C. (1996) Capturing the dynamic nature of personality, Journal of Research in Personality, 30, 348-362.
13. Dweck, C. S. (2000) Self-theories: their role in motivation, personality, and development (Philadelphia PA, Taylor & Francis).
14. Dweck, C. S. & Henderson, V. L. (1989) Theories of intelligence: background and measures, paper presented at the Biennial Meeting of the Society for Research in Child Development, University of Illinois, Kansas City, MO (ERIC Document Reproduction Service No. 312057).
15. Dweck, C. S. & Leggett, E. L. (1988) A social-cognitive approach to motivation and personality, Psychological Review, 95, 256-272.
16. Gibson, S. & Dembo, M. H. (1984) Teacher efficacy: a construct validation, Journal of Educational Psychology, 76, 569-582.
17. Gonzalez, A. R., Holbein, M. F. & Quilter, S. (2002) High school students' goal orientations and their relationships to perceived parenting styles, Contemporary Educational Psychology, 27, 450-470.
18. Henson, R. K. (2002) From adolescent angst to adulthood: substantive implications and measurement dilemmas in the development of teacher efficacy research, Educational Psychologist, 37, 137-150.
19. Hong, Y.Y., Chiu, C., Dweck, C. S., Lin, D. & Wan, W. (1999) Implicit theories, attributions, and coping: a meaning system approach, Journal of Personality and Social Psychology, 77, 588-599.
20. Hoyle, R. H. & Panter, A. T. (1995) Writing about structural equation models, in: R. H. Hoyle (Ed.) Structural equation modeling: concepts, issues, and applications (Thousand Oaks, CA, Sage), 158-176.
21. Joreskog, K. G. & Sorbom, D. (1993) LISREL 8: users' reference guide, (Chicago, IL, Scientific Software).
22. Kirk, R. E. (1995) Experimental design: procedures for the behavioral sciences (3rd edn) (Belmont CA, Wadsworth).
23. Linnenbrink, E. A. & Hruda, L. Z. (1998) Perceptions of parents' and teachers' achievement goals: relation to children's goals and strategy use, paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, May.
24. Lynott, D. J. & Woolfolk, A. E. (1994) Teachers' implicit theories of intelligence and their educational goals, Journal of Research and Development in Education, 27, 253-264.
25. Maehr, M. L. & Midgley, C. (1996) Transforming school culture (Boulder, CO, Westview Press).
26. Marachi, R., Gheen, M. & Midgley, C. (2000) Comparisons of elementary, middle, and high school teachers' beliefs and approaches to instruction using a goal orientation framework, paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April.
27. Meece, J. L. (1991) The classroom context and students' motivational goals, in: P. Pintrich & M. L. Maehr (Eds) Advances in motivation and achievement: Vol 7. Goals and self-regulatory processes, (Greenwich, CT, JAI Press), 261-285.
28. Middleton, M. J., Kaplan, A. & Midgley, C. (1998) Achievement goal orientation and self-efficacy: different goals, different relations, paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, May.
29. Midgley, C. (Ed.) (2002) Goals, goal structures, and patterns of adaptive learning (Mahwah, NJ, Erlbaum).
30. Midgley, C., Anderman, E. & Hicks, L. (1995) Differences between elementary and middle school teachers and students: a goal theory approach, Journal of Early Adolescence, 15-113.
31. Midgley, C., Maehr, M., Hicks, L., Roeser, R., Urdan, T., Anderman, E., Kaplan, A., Arunkumar, R. & Middleton, M. (1997) Manual for the patterns of adaptive learning survey (Ann Arbor, MI, University of Michigan).
32. Minke, K. M., Bear, G. G., Deemer, S. A. & Griffin, S. M. (1996) Teachers' experiences with inclusive classrooms: implications for special education reform, Journal of Special Education, 30, 152-186.
33. Nicholls, J. G. (1984) Achievement motivation: conceptions of ability, subjective experience, task choice, and performance, Psychological Review, 91, 328-346.
34. Nolen, S. B. & Haladyna, T. M. (1990) Motivation and studying in high school science, Journal of Research in Science Teaching, 27, 115-126.
35. Pajares, F. (1996) Self-efficacy beliefs in achievement settings, Review of Educational Research, 66, 543-578.
36. Pintrich, P. R. (2000) Multiple goals, multiple pathways: the role of goal orientation in learning and achievement, Journal of Educational Psychology, 92, 544-555.
37. Pintrich, P. R. & Schunk, D. H. (2002) Motivation in education: theory, research, and applications (2nd edn) (Englewood Cliffs, NJ, Prentice-Hall).
38. Roeser, R. W., Marachi, R. & Gehlbach, H. (2002) A goal theory perspective on teachers' professional identities and the contexts of teaching, in: C. Midgley (Ed.) Goals, goals structures, and patterns of adaptive learning (Mahwah, NJ, Erlbaum), 205-241.
39. Roeser, R., Midgley, C. & Urdan, T. (1996) Perceptions of the school psychological climate and early adolescents' self-appraisals and academic engagement, Journal of Educational Psychology, 88, 408-422.
40. Ryan, A. M., Gheen, M. H. & Midgley, C. (1998) Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure, Journal of Educational Psychology, 90, 528-535.
41. Talbert, J. E. & McLaughlin, M. W. (1999) Assessing the school environment: embedded contexts and bottom-up research strategies, in: S. L. Friedman & T. D. Wachs (Eds) Measuring environment across the life span: emerging methods and concepts (Washington, DC, American Psychological Association), 197-227.
42. Tschannen-Moran, M., Woolfolk Hoy, A. E. & Hoy, W. (1998) Teacher efficacy: its meaning and measure, Review of Educational Research, 68, 202-248.
43. Urdan, T. C., Midgley, C. & Anderman, E. M. (1998) The role of classroom goal structure in students' use of self-handicapping strategies, American Educational Research Journal, 35, 101-122.
44. Wood, S., Roeser, R. W. & Linnenbrink, L. (1996) Toward a further understanding of school goal structure: objective and subjective measures, poster session presented at the Annual Meeting of the American Educational Research Association, New York.
45. Zhao, W., Dweck, C. S. & Mueller, C. (1998) Implicit theories and depression-like responses to failure, unpublished manuscript.