Enhancing students’ motivation to learn: Achievement goals in university classrooms

International Journal of Phytoremediation

Volumn 18, Issue 2, 1998, Pages 205-223

  Archer, Jennifer ^a   Scevak, Jill J ^a  

^a UNIVERSITY OF NEWCASTLE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008658764     PISSN: 15226514     EISSN: 15497879     Source Type: Journal    
DOI: 10.1080/0144341980180206     Document Type: Article

References (33)

1. Ames, C., 1981. Competitive versus cooperative reward structures: the influence of individual and group performance factors on achievement attributions and affect,. American Educational Research Journal, 18: 273–278.
2. Ames, C., 1984. “ Competitive, cooperative, and individualistic goal structures: a cognitive-motivational analysis ”. In Research on Motivation in Education, Edited by: Ames, R., and Ames, C., Vol. 1, 177–208. Orlando, FL: Academic Press.
3. Ames, C., 1992. Classrooms: goals, structures, and student motivation,. Journal of Educational Psychology, 84: 261–271.
4. Ames, C., and Archer, J., 1987. Mothers’ beliefs about the role of ability and effort in school learning,. Journal of Educational Psychology, 79: 409–414.
5. Ames, C., and Archer, J., 1988. Achievement goals in the classroom: student learning strategies and motivation processes,. Journal of Education Psychology, 80: 260–267.
6. Archer, J., Students’ perceptions of classroom climate: implications for motivation. Paper presented at the annual meeting of AARE. November, Victoria. Deakin University.
7. Archer, J., 1994. Achievement goals as a measure of motivation in university students,. Contemporary Educational Psychology, 19: 430–446.
8. Blumenfeld, P.C., 1992. Classroom learning and motivation: clarifying and expanding goal theory,. Journal of Educational Psychology, 84: 271–281.
9. Butler, R., 1992. What young people want to know when: effects of mastery and ability goals on interest in different kinds of social comparisons,. Journal of Personality and Social Psychology, 62: 934–943.
10. Butler, R., 1993. Effects of task-and ego-achievement goals on information seeking during task engagement,. Journal of Personality and Social Psychology, 65: 18–31.
11. Dweck, C.S., 1986. Motivational processes affecting learning,. American Psychologist, 41: 1040–1048.
12. Elliott, E.S., and Dweck, C.S., 1988. Goals: an approach to motivation and achievement,. Journal of Personality and Social Psychology, 54: 5–12.
13. Eluot, A.J., and Harackiewicz, J.M., 1996. Approach and avoidance goals and intrinsic motivation: a mediational analysis,. Journal of Personality and Social Psychology, 70: 461–475.
14. Feather, N.T., 1994. Attitude towards high achievers and reactions to their fall: theory and research concerning tall poppies,. Advances in Experimental Social Psychology, 26: 1–73.
15. Fraser, B.J., and Walberg, H.J, eds. 1991. Educational Environments: evaluation, antecedents and consequences, New York: Pergamon Press.
16. Garner, R., 1990. When children and adults do not use learning strategies: towards a theory of settings,. Review of Educational Research, 60: 517–529.
17. Harris, A.M., and Covington, M.V., Cooperative team failure: a double threat to the low performer. Paper presented at the annual meeting of the American Educational Research Association. Washington, DC.
18. Maehr, M.L., and Pintrich, P.R., eds. 1995. Advances in Motivation and Achievement Vol. 9: Culture, motivation and achievement, Greenwich, CT: JAI Press.
19. Meece, J.L., Blumenfeld, P.C., and Hoyle, R.K., 1988. Students’ goal orientations and cognitive engagement in classroom activities,. Journal of Educational Psychology, 88: 514–523.
20. Nicholls, J.G., 1989. The Competitive Ethos and Democratic Education, Cambridge, MA: Harvard University Press.
21. Nicholls, J.G., Cheung, P.C., Lauer, J., and Patashnick, M., 1989. Individual differences in academic motivation: perceived ability, goals, beliefs, and values,. Learning and Individual Differences, 1: 63–84.
22. Nicholls, J.G., Patashnick, M., and Nolen, S.B., 1985. Adolescents’ theories of education,. Journal of Educational Psychology, 77: 683–692.
23. Nolen, S.B., and Haladyna, T.M., 1990. Personal and environmental influences on students’ beliefs about effective study strategies,. Contemporary Educational Psychology, 15: 116–130.
24. Pintrich, P.R., 1989. “ The dynamic interplay of student motivation and cognition in the college classroom ”. In Advances in Motivation and Achievement: motivation enhancing environments, Edited by: Haehr, M.L., and Pintrich, P.R., 117–160. New York: JAI Press.
25. Pintrich, P.R., 1994. Continuities and discontinuities: future directions for research in educational psychology,. Educational Psychologist, 29: 137–148.
26. Resnick, L.B., 1989. “ Introduction ”. In Knowing, Learning, and Instruction, Edited by: Resnick, L.B., 1–24. Hillsdale, NJ: Erlbaum.
27. Slavin, R.E., 1995. Cooperative Learning, 2nd Edn, Boston, MA: Allyn & Bacon.
28. Triandis, H.C., 1995. “ Motivation and achievement in collectivist and individualist cultures ”. In Advances in Motivation and Achievement, Edited by: Maehr, M.L., and Pintrich, P.R., Vol. 9, 1–30. Greenwich, CT: JAI Press.
29. Volet, S.E., 1991. Modelling and coaching of relevant metacognitive strategies for enhancing university students’ learning,. Learning and Instruction, 1: 319–336.
30. Weiner, B., 1990. History of motivational research in education,. Journal of Educational Psychology, 82: 616–622.
31. Weinstein, R.S., 1989. “ Perceived classroom processes and student motivation ”. In Research on Motivation in Education, Edited by: Ames, C., and Ames, R., Vol. 3, 187–221. New York: Academic Press.
32. Wentzel, K., 1991. “ Social and academic goals at school: motivation and achievement in context ”. In Advances in Motivation and Achievement, Edited by: Maehr, M.L., and Pintrich, P.R., Vol. 7, 185–212. Greenwich, CT: JAI Press.
33. Weppler, M.E., and Moore, P.J., 1993. The effects of cooperative and individual writing: does choice make a difference?,. The Australian Journal of Language and Literacy, 16: 149–156.