The role of goal orientations and goal structures in explaining classroom social and affective characteristics

Learning and Individual Differences

Volumn 22, Issue 2, 2012, Pages 207-217

  Polychroni, Fotini ^a   Hatzichristou, Chryse ^a   Sideridis, Georgios ^b  

^a UNIVERSITY OF ATHENS   (Greece)

^b UNIVERSITY OF CRETE   (Greece)

Author keywords

Achievement goal theory; Classroom social relationships; Goal structures; Mastery and performance goals

Indexed keywords

EID: 84857142373     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2011.10.005     Document Type: Article

References (82)

1. Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 1992, 84:261-271.
2. Assor A., Kaplan H., Roth G. Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. The British Journal of Educational Psychology 2002, 72:261-278.
3. Barron K.E., Harackiewicz J. Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology 2001, 80:706-722.
4. Barron K.E., Harackiewicz J.M. Revisiting the benefits of performance approach goals in the college classroom: Exploring the role of goals in advanced college courses. International Journal of Educational Research 2003, 39:357-374.
5. Bentler P.M. EQS structural equations program manual 2008, BMDP Statistical Software Inc., Los Angeles, CA.
6. Berndt T.J. Friends' influence on students' adjustment to school. Educational Psycholologist 1999, 34:15-29.
7. Brophy J. Goal theorists should move on from performance goals. Educational Psychologist 2005, 40:167-176.
8. Christenson S.L., Godber Y. Enhancing constructive family-school connections. Handbook of psychological services for children and adolescents 2001, 455-476. Oxford University Press, Oxford, England. J.A. Hughes, A.M. LaGreca, J.C. Conoley (Eds.).
9. Christenson S.L., Rounds T., Gorney D. Family factors and student achievement: An avenue to increase students' success. School Psychology Quarterly 1992, 7:178-206.
10. Cohen J. Statistical power analysis for the behavioral sciences 1988, Erlbaum, Hillsdale, NJ.
11. Coie J.D., Dodge J.D. Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development 1988, 59:815-829.
12. Covington M.V. The motive for self-worth. Student motivation 1984, Vol. 1:77-113. Academic Press, San Diego, CA. R. Ames, C. Ames (Eds.).
13. Davis H.A. Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational Psychologist 2003, 38:207-234.
14. Dickson J.M., MacLeod A.K. Approach and avoidance goals and plans: Their relationship to anxiety and depression. Cognitive Therapy and Research 2004, 28:415-432.
15. Doll B., Kurien S., Leclair C., Spies R., Champion A., Osborn A. The ClassMaps survey. A framework for promoting positive classroom environments. Handbook of positive classroom in the schools 2009, 213-227. Routledge, NY. R. Gilman, E.S. Huebner, M.J. Furlong (Eds.).
16. Doll B., LeClair C., Kurien S. Effective classrooms: Classroom learning environments that foster school success. The handbook of school psychology 2009, 791-807. Wiley, USA. C. Reynolds, T.B. Gutkin (Eds.).
17. Doll B., Murphy P., Song S.Y. The relationship between children's self-reported recess problems, and peer acceptance and friendships. Journal of School Psychology 2003, 41:113-130.
18. Doll B., Zucker S., Brehm K. Resilient classrooms: Creating healthy environments for learning 2004, Guilford Publications, New York.
19. Dweck C.S. Motivational processes affecting learning. The American Psychologist 1986, 41:1040-1048.
20. Dweck C.S. Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology 1988, 54:5-12.
21. Dweck C.S., Leggett E.L. A social-cognitive approach to motivation and personality. Psychological Review 1988, 95:256-273.
22. Dykman B.M. Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology 1998, 74:139-158.
23. Elliot A.J., Church M.A. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 1997, 72:218-232.
24. Elliot A.J., Harackiewicz J.M. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 1996, 70:461-475.
25. Elliot A.J., McGregor H.A. A 2×2 achievement goal framework. Journal of Personality and Social Psychology 2001, 80:501-519.
26. Farr J.L., Hofmann D.A., Ringenbach K.L. Goal orientation and action control theory: Implications for industrial and organizational psychology. International Review of Industrial and Organizational Psychology 1993, 8:193-232.
27. Furrer C., Skinner E. Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology 2003, 95:148-162.
28. Gest S.D., Welsh J.A., Domitrovich C.E. Behavioral predictors of changes in social relatedness and liking school in elementary school. Journal of School Psychology 2005, 43(4):281-301.
29. Hamre B.K., Pianta R.C. Student-teacher relationships. Children's needs III: Development, prevention and intervention 2006, 59-72. National Association of School Psychologists, USA. G.G. Bear, K.M. Minke (Eds.).
30. Harackiewicz J.M., Barron K.E., Pintrich P.R., Elliot A.J., Thrash T.M. Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology 2002, 94:638-645.
31. Harackiewicz J.M., Elliot A.J. Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology 1993, 65:904-915.
32. Hatzichristou C., Hopf D. A multiperspective comparison of peer sociometric status in childhood and adolescence. Child Development 1996, 67:1085-1102.
33. Hatzichristou C., Lykitsakou K., Lampropoulou A., Dimitropoulou P. Promoting the well-being of school communities: A systemic approach. Handbook of youth prevention science 2010, 255-274. Routledge, New York, NY. B. Doll, W. Pfohl, J. Yoon (Eds.).
34. Hatzichristou C., Polychroni F., Georgouleas G. School psychology in Greece. Handbook of international school psychology 2007, 135-145. Sage Publications, Thousand Oaks, CA. R. Jimerson, T. Oakland, P. Farrell (Eds.).
35. Hoover-Dempsey K.V., Battiato A.C., Walker J.M.T., Reed R.P., DeJong J.M., Jones K.P. Parental involvement in homework. Educational Psychologist 2001, 36:195-210.
36. Hu L.T., Bentler P.M. Evaluating model fit. Structural equation modeling: Concepts, issues and applications 1995, 76-99. Sage, Thousand Oaks, CA. R.H. Hoyle (Ed.).
37. Hu L.T., Bentler P.M. Fit indices in covariance structure modeling: sensitivity to underparameterized model misspecification. Psychological Methods 1998, 3:424-453.
38. Hu L.T., Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 1998, 6:55-72.
39. Kaplan A., Gheen M., Midgley C. Classroom goal structure and student disruptive behavior. The British Journal of Educational Psychology 2002, 72:191-211.
40. Kaplan A., Midgley C. The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies. Learning and Individual Differences 1999, 11:187-212.
41. Karabenick S.A. Perceived achievement goal structure and college student help seeking. Journal of Educational Psychology 2004, 96:569-581.
42. Koplow L. Creating schools that heal 2002, Teacher College Press, New York.
43. Ladd G.W., Birch S.H., Buhs E.S. Children's social and scholastic lives in kindergarten: Related spheres of influence?. Child Development 1999, 70:1373-1400.
44. Ladd G.W., Kochenderfer B.J., Coleman C.C. Classroom peer acceptance, friendships and victimisation. Distinct relational systems that contribute uniquely to children's school adjustment?. Child Development 1997, 68:1181-1197.
45. Linnenbrink E.A. The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology 2005, 97:197-213.
46. Lipnevich A.A., Smith J.K. Effects of differential feedback on students' examination performance. Journal of Experimental Psychology. Applied 2009, 15:319-333.
47. Malecki C.K., Elliot S.N. Children's social behaviours as predictors of academic achievement. School Psychology Quarterly 2002, 17:1-23.
48. McWayne C., Hampton V., Fantuzzo J., Cohen H., Sekino Y. A multivariate examination pf parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools 2004, 41:1-15.
49. Middleton M.J., Midgley C. Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology 1997, 89:710-718.
50. Midgley C., Anderman E., Hicks L. Differences between elementary and middle school teachers and students. A goal theory approach. Journal of Early Adolescence 1995, 15:245-252.
51. Midgley C., Kaplan A., Middleton M. Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 2001, 93:77-86.
52. Midgley C., Maehr M.L., Hruda L.Z., Anderman E., Anderman L., Freeman K.E. Manual for the Patterns of Adaptive Learning Scales (PALS) 2000, University of Michigan, Ann Arbor, MI.
53. Murayama K., Elliot A.J. The joint influence of personal achievement goals and classroom goal structures on achievement-related outcomes. Journal of Educational Psychology 2009, 101:432-447.
54. Murray C., Greenberg M.T. Relationships with teachers and bonds with school: Social emotional adjustments correlates for children with and without disabilities. Psychology in the Schools 2001, 38:25-41.
55. Nicholls J.G. Achievement motivation: Conceptions of ability, subjective experiences, task choice, and performance. Psychological Review 1984, 91:328-346.
56. Onwuegbuzie A., Levin J.R., Leach N.L. Do effect sizes measure up? A brief assessment. Learning Disabilities: A Contemporary Journal 2003, 1:37-40.
57. Patrick H., Anderman L., Ryan A., Edelin K., Midgley C. Teacher's communication of goal orientation in four fifth-grade classrooms. The Elementary School Journal 2001, 102:35-58.
58. Patrick H., Turner J.C., Meyer D.K., Midgley C. How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record 2003, 105:1521-1558.
59. Pekrun R., Elliot A.J., Maier M.A. Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology 2006, 98:583-597.
60. Pekrun R., Goetz T., Titz W., Perry R.P. Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist 2002, 37:91-105.
61. Petrides K.V., Sangareau Y., Furnham A., Frederickson N. Trait emotional intelligence and children's peer relations at school. Social Development 2006, 15:537-538.
62. Pianta R.C. Enhancing relationships between children and teachers 1999, American Psychological Association, Washington, DC.
63. Pianta R., Hamre B., Stulhman M. Relationships between teachers and children. Handbook of psychology: Educational psychology 2003, 199-234. John Wiley and Sons, Hoboken, NJ. W.M. Reynolds, G. Miller (Eds.).
64. Pintrich P.R. Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology 2000, 92:544-555.
65. Reynolds A., Clements M. Parental involvement and children's school success. The LSS Review 2003, March.
66. Roeser R.W., Midgley C., Urdan T. Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology 1996, 88:408-422.
67. Ryan A.M., Gheen M., Midgley C. 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 1998, 90:528-535.
68. Schwartz D., Dodge K.A., Pettit G.S., Bates J.E. Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. Developmental Psychology 2000, 36:646-662.
69. Sideridis G.D. Goal orientations, academic achievement, and depression: Evidence in favor of revised goal theory. Journal of Educational Psychology 2005, 97:366-375.
70. Sideridis G.D. Goal orientations and classroom goal structures as predictors of classroom behaviors for Greek students with and without learning difficulties: Clarifying the differential role of motivational orientations. Advances in Learning and Behavioral Disabilities 2007, 20:101-137.
71. Sideridis G.D., Ageriadis Th., Irakleous I., Siakali M., Georgiou M. Do students with learning difficulties have accurate perceptions of their classrooms' motivational climate?. Insights on Learning Disabilities 2006, 3:8-23.
72. Skinner E.A., Belmont M.J. Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology 1993, 85:571-581.
73. Turner J.C., Meyer D.K., Schweinle A. The importance of emotion in theories of motivation: Empirical, methodological, and theoretical considerations from a goal theory perspective. International Journal of Educational Research 2003, 39:375-393.
74. Urdan T.C. Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology 2004, 96:251-264.
75. Urdan T.C., Midgley C. Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology 2003, 28:524-551.
76. Urdan T., Shoenfelder E. Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology 2006, 44:331-349.
77. Urdan T., Turner J.C. Competence motivation in the classroom. Handbook of competence motivation 2005, 297-397. Guilford, New York. A.J. Elliot, C.S. Dweck (Eds.).
78. Wade B., Moore M. Starting early with books. The contribution of parents to school effectiveness 2000, 13-57. Fulton Publishers, London. S. Wolfendale, J. Barstiani (Eds.).
79. Wentzel K.R. Social relationships and motivation in middle school: The role of parents, teachers and peers. Journal of Educational Psychology 1998, 90:202-209.
80. Wentzel K.R. Peer relationships, motivation, and academic performance at school. Handbook of competence and motivation 2005, 279-296. Guilford, New York, NY. A. Elliot, C. Dweck (Eds.).
81. Family involvement in literacy: Effective partnerships in education 1996, Cassell, London. S. Wolfendale, K. Topping (Eds.).
82. Wolters C.A. Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology 2004, 96:236-250.