Achievement Goal Orientation Classroom Environment Avoidance Of Help Seeking Behaviour Self Efficacy Students Perception Of Teaching Students Liking For School And Academic Achievement
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Motivation for Achievement
| Author | : M. Kay Alderman |
| Publisher | : Routledge |
| Total Pages | : 355 |
| Release | : 2013-05-13 |
| Genre | : Education |
| ISBN | : 113676979X |
Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators —teachers, parents, coaches, and administrators—to enhance motivation for achievement. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice. Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses on two key roles teachers play in supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and helping students develop the tools that will enable them to be self-regulated learners and develop their potential. Pedagogical features aid the understanding of concepts and the application to practice: Strategy boxes present guidelines and strategies for using the various concepts. Exhibit boxes include forms for different purposes (for example, goal setting), examples of teacher beliefs and practices, and samples of student work. Reflection boxes stimulate readers’ thinking about motivational issues inherent in the topics, their experiences, and their beliefs. A motivational toolbox at the end of each chapter helps readers identify important points to think about, lingering questions, strategies to use now, and strategies to develop in the future. NEW IN THE THIRD EDITION Updated research and new topics are added throughout as warranted by current inquiry in the field. Chapters are reorganized to provide more coherence and to account for new findings. New and updated material is included on issues of educational reform, standards for achievement, and high-stakes testing, and on achievement goal theory, especially regarding performance goals and the distinction between performance-approach and performance-avoidance goals as relevant to classroom practice.
Goals, Goal Structures, and Patterns of Adaptive Learning
| Author | : Carol Midgley |
| Publisher | : Routledge |
| Total Pages | : 354 |
| Release | : 2014-04-08 |
| Genre | : Education |
| ISBN | : 1135646740 |
Achievement goal theory has emerged as one of the preeminent approaches to motivation. Goals, Goal Structures, and Patterns of Adaptive Learning presents the findings of a large scale, longitudinal study that use goal theory as the lens through which to examine the relation among achievement goals, the learning context, and students' and teachers' patterns of cognition, affect, and behavior. These results are integrated within the larger literature on goal theory, providing an overview of the research that has been conducted, as well as suggestions that goal theory researchers might want to consider. Written by scholars who are well-known in the field, this book: *provides a comprehensive summary of research related to achievement goal theory--one of the preeminent approaches to motivation today; *presents a detailed overview of research conducted in conjunction with the Patterns of Adaptive Learning Study--a decade-long multi-faceted study employing both quantitative and qualitative methods. A description of the development, reliability, and validity of the Patterns of Adaptive Learning Scales is included. These scales are being used by many researchers using achievement goal theory in this country and internationally; *includes important information about the relevancy of achievement goal theory for an understanding of avoidance behaviors in schools; *describes the relevancy of achievement goal theory for children who are disaffected from school and schooling; and *points to the gaps in research on achievement goal theory, and provides guidance for future research in the field.
Teacher Motivation
| Author | : Paul W. Richardson |
| Publisher | : Routledge |
| Total Pages | : 277 |
| Release | : 2014-05-30 |
| Genre | : Education |
| ISBN | : 1136314075 |
Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.
Learning and Motivation in the Classroom
| Author | : Scott G. Paris |
| Publisher | : Routledge |
| Total Pages | : 314 |
| Release | : 2017-09-13 |
| Genre | : Psychology |
| ISBN | : 135174335X |
Throughout the twentieth century there had been substantial links between scientific psychology and education. Binet, Dewey, Thorndike, and other early pioneers were strongly interested in both realms. Taking advantage of a period of enthusiasm, this title, originally published in 1983, looks at the amalgamation of the recent advances at the time in theory and research in education and psychology, with a particular focus on cognition, motivation and social policy. This volume presents and discusses the implications of this work on learning and motivation for educational policy.
Strategic Help Seeking
| Author | : Stuart A. Karabenick |
| Publisher | : Routledge |
| Total Pages | : 303 |
| Release | : 2012-12-06 |
| Genre | : Education |
| ISBN | : 1135689237 |
There is considerable agreement that more successful learners are active, engaged, and self-regulating learners who understand and are motivated to apply learning strategies under appropriate conditions. One important strategic activity is seeking help when necessary, rather than giving up or engaging in fruitless persistence. Research on strategic help seeking has matured significantly in recent years. This volume captures the current state of knowledge, research, and theory on help seeking as a strategic learning resource. It is international in scope, with contributors from the U.S., the Netherlands, Japan, and Israel. As a whole, the book suggests that strategic (adaptive) help seeking is a critical school readiness skill that is facilitated by mastery-oriented classroom achievement and social goals, by teachers who invite questions rather than those who ask them, and by cultural characteristics that support student inquiry. A conceptual overview is followed by three chapters that examine help seeking from complementary theoretical perspectives and make important distinctions between forms of help seeking; two chapters that focus on how learners' achievement and social goals affect classroom help seeking; one chapter specifically devoted to cross-cultural comparisons of help seeking in Western cultures and in Japan; two chapters that examine the most frequent manifestation of help seeking--that of question asking; and one chapter that explores help-seeking in the information age (the library reference process, information technology, and computer-mediated communication). All chapters include attention to the implications of research and theory for help seeking in instructional settings. Strategic Help Seeking is an excellent resource for educational researchers and practitioners including teachers, school administrators, instructional designers, reference librarians.
Elementary Teachers' Achievement Goal Orientations in a High-stakes Accountability Context
| Author | : Amanda Turner |
| Publisher | : |
| Total Pages | : 200 |
| Release | : 2014 |
| Genre | : Elementary school teachers |
| ISBN | : |
The present study investigated teacher motivation in a high-stakes accountability context. Specifically, this study examines elementary teachers' achievement goal orientations, self-efficacy for teaching, and perceptions of help-seeking in the context of high-stakes testing and school accountability under No Child Left Behind and an Elementary and Secondary Education Act waiver. Butler's (2007) teacher achievement goal orientation framework provided the theoretical basis of the present study; high-stakes tests and school accountability status were thought to impact teachers' achievement goal orientations. Additionally, teachers' achievement goal orientations were thought to impact teaching self-efficacy and perceptions of help-seeking. The sample included 381 elementary school teachers. Multivariate analysis of variance (MANOVA) and hierarchical multiple regression were used to examine the relationships between and among high-stakes testing and issues teachers perceive to be related to these tests, stress related to high-stakes tests, school accountability status, teachers' achievement goal orientations, teaching self-efficacy, and perceptions of teacher help-seeking. Results suggest that, for this sample, dimensions of teachers' achievement goal orientations differ from the dimensions characterized by Butler and colleagues (Butler, 2007; Butler & Shibaz, 2008; Nitsche et al., 2010; Cho & Shim, 2013; Shim et al., 2013). Specifically, teachers in this sample exhibited mastery and work-avoidance goals, as characterized by Butler (2007), but not performance-approach and performance-avoidance goals. Teachers here distinguished between personal performance orientation, or motivation driven by external factors (e.g., recognition from administrators) and using others as the referent to which they compared their own performance (e.g., colleagues). Additionally, class performance orientation emerged as a distinct dimension of teachers' achievement goal orientations for this sample. Those who espoused this orientation sought for their classes to compare favorably with other classes and were motivated by external factors, such as their class scoring high on state-wide tests. Teacher achievement goal orientations were related to high-stakes testing, but school issues related to high-stakes testing and stress associated with these tests were more salient predictors of teachers' achievement goal orientations than whether teachers taught in testing grades or not. Finally, teachers' achievement goal orientations were significant predictors of self-efficacy for teaching and teachers' perceptions of their own help-seeking.
Self-Efficacy Beliefs of Adolescents
| Author | : Tim Urdan |
| Publisher | : IAP |
| Total Pages | : 379 |
| Release | : 2006-02-01 |
| Genre | : Education |
| ISBN | : 1607527502 |
The introduction of the psychological construct of self-efficacy is widely acknowledged as one of the most important developments in the history of psychology. Today, it is simply not possible to explain phenomena such as human motivation, learning, self-regulation, and accomplishment without discussing the role played by self-efficacy beliefs. In this, the fifth volume of our series on adolescence and education, we focus on the self-efficacy beliefs of adolescents. We are proud and fortunate to be able to bring together the most prominent voices in the study of self-efficacy, including that of the Father of Social Cognitive Theory and of self-efficacy, Professor Albert Bandura. It is our hope, and our expectation, that this volume will become required reading for all students and scholars in the areas of adolescence and of motivation and, of course, for all who play a pivotal role in the education and care of youth.
Teachers' Self-efficacy, Goal Orientations, and Classroom Behaviours
| Author | : Sindu V George |
| Publisher | : |
| Total Pages | : 710 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
Although student motivation has been a major focus of basic and applied research in educational psychology for a long time, not many studies have been reported on teacher motivation until recently. Researchers highlight the absence of a sound theoretical framework as the main reason for the lack of research in this area. The current study presents an integrated perspective on teacher motivation by incorporating two different constructs from extant theories (teachers' self-efficacy from social cognitive theory and goal orientations from achievement goal theory) under the overarching framework of expectancy-value theory. The study analyses the influence of teachers' self-efficacy (efficacies for classroom management, student engagement, and instructional strategies), and goal orientations (mastery, relational, and work-avoidance) on the selected four dimensions (expectation, structure, relatedness, and autonomy support) of their classroom behaviours. A sample of 257 Victorian primary (n = 115), and secondary (n = 132), school teachers responded to the survey on an 11-point response scale (0-100). Data on teachers' self-efficacy were collected using Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001); Goal Orientations for Teaching Scale (Butler, 2012) was used to collect data on teachers' goal orientations. Data on behavioural dimensions were collected using two scales: Teacher Style Scale (Watt & Richardson, 2007b) and Teacher As Social Context Questionnaire (Belmont, Skinner, Wellborn, & Connell, 1988). The analyses of the data included confirmatory factor analysis (AMOS 20), Multivariate analysis of variance (MANOVA), and, simple, multiple, and canonical correlation analyses (SPSS 20). Paired sample t-tests confirmed the significance of changes in teachers' self-efficacy during the early career stage. Stepwise multiple regression analyses tested the moderation effects, and structural equation modelling (LISREL) was used to develop the model showing the relationships between the dependent and independent variables in the study. Results indicated positive relationships between teachers' self-efficacy and their classroom behaviours, further emphasising teachers' self-efficacy as a key predictor of their classroom behaviours. The malleable nature of self-efficacy was also supported by the data. The negative relationship between teachers' work-avoidance goal orientations and their classroom behaviours, and the positive association of teachers' mastery and relational goal orientations with their classroom behaviours were evident with the current data. The data supported the development and testing of a valid structural model relating teachers' self-efficacy, goal orientations, and classroom behaviours underscoring the significance of expectancy-value theoretical framework in teacher motivation research.
Remembering the Life, Work, and Influence of Stuart A. Karabenick
| Author | : Tim Urdan |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 215 |
| Release | : 2023-02-23 |
| Genre | : Education |
| ISBN | : 1804557129 |
This volume contains an Open Access Chapter This volume memorializes Dr. Stuart A. Karabenick and provides insights into the many contributions that Dr. Karabenick made to the field of Educational Psychology and the important role he played in the lives of his students, collaborators, and friends.
