Achievement goals and student motivation in the middle school years: Teachers' use of motivational strategies with high and low performance students

Research in the area of student motivation supports the idea that the goals which students adopt in achievement situations influence motivation for learning. Students whose goal is task mastery have more adaptive motivational outcomes than those whose goal is to demonstrate ability. Teachers, by means of the achievement goals they emphasize, create a classroom motivational structure which can influence the achievement goals which their students adopt. There is some evidence, however, that teachers within a classroom treat their high and low performing students differently. It may be that these teachers use different motivational strategies with their high and low performers. Since a mastery goal is an important predictor of adaptive student motivation for learning, the purpose of the present study was to determine whether teachers emphasize similar achievement goals with their high and low performing students.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Powell, Barbara M.

Contributors dc:contributor

• DeStefano, Lizanne

• Education, Educational Psychology
• Education, Secondary

Statement dc:rights

• Copyright 1996 Powell, Barbara M.

Language dc:language

eng

Identifier

9780591088267
AAI9702641
(UMI)AAI9702641

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21778