Relations of learner-centered teaching practices to adolescents’ achievement goals
暂无分享,去创建一个
[1] Eric M. Anderman,et al. Motivation and Cheating During Early Adolescence , 1998 .
[2] R. Ryan,et al. PERSONALITY PROCESSES AND INDIVIDUAL DIFFERENCES Origins and Pawns in the Classroom: Self-Report and Projective Assessments of Individual Differences in Children's Perceptions , 1986 .
[3] J. Harackiewicz,et al. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. , 1996 .
[4] Eric M. Anderman,et al. Motivation and strategy use in science: Individual differences and classroom effects , 1994 .
[5] J. Nicholls. Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. , 1984 .
[6] C. Midgley,et al. Development during adolescence. The impact of stage-environment fit on young adolescents' experiences in schools and in families. , 1993, The American psychologist.
[7] Michael J. Middleton,et al. Performance-Approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost?. , 2001 .
[8] J. Nicholls,et al. Fifth graders' achievement orientations and beliefs: Individual and classroom differences. , 1998 .
[9] Helen Patrick,et al. Observing classroom goal structures to clarify and expand goal theory. , 2002 .
[10] Self-Assessment and Reflection: Tools for Promoting Teacher Changes Toward Learner-Centered Practices , 1997 .
[11] Eric M. Anderman,et al. Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach , 1995 .
[12] Sandra Graham,et al. Motivational influences on cognition : task involvement, ego involvement, and depth of information processing , 1991 .
[13] S. B. Nolen,et al. Reasons for studying: Motivational orientations and study strategies. , 1988 .
[14] D. Stipek,et al. Learned helplessness in task-orienting versus performance-orienting testing conditions , 1989 .
[15] E. Skaalvik. Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. , 1997 .
[16] Kathleen Holt,et al. A pattern analysis of students' achievement goals. , 1993 .
[17] K. E. Barron,et al. Revision of achievement goal theory: Necessary and illuminating. , 2002 .
[18] J. Meece,et al. Students' goal orientations and cognitive engagement in classroom activities , 1988 .
[19] Shirley L. Yu,et al. The relation between goal orientation and students' motivational beliefs and self-regulated learning , 1996 .
[20] P. Blumenfeld. Classroom Learning and Motivation: Clarifying and Expanding Goal Theory , 1992 .
[21] Andrew J. Elliot,et al. Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes. , 2001 .
[22] Eric M. Anderman,et al. The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. , 2002 .
[23] Thérèse Bouffard,et al. The impact of goal orientation on self‐regulation and performance among college students , 1995 .
[24] Eric M. Anderman,et al. The Role of Classroom Goal Structure in Students’ Use of Self-Handicapping Strategies , 1998 .
[25] Eric M. Anderman,et al. The Development and Validation of Scales Assessing Students' Achievement Goal Orientations , 1998, Contemporary educational psychology.
[26] Paul R. Pintrich,et al. Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning , 1994 .
[27] Eric M. Anderman,et al. Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools , 1997, Contemporary educational psychology.
[28] Andrew J. Elliot,et al. Rethinking achievement goals: When are they adaptive for college students and why? , 1998 .
[29] Carole A. Ames. Classrooms: Goals, structures, and student motivation. , 1992 .
[30] K. E. Barron,et al. Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation , 2002 .
[31] Kaplan,et al. The Effect of Achievement Goals: Does Level of Perceived Academic Competence Make a Difference? , 1997, Contemporary educational psychology.
[32] C. Dweck,et al. Goals: an approach to motivation and achievement. , 1988, Journal of personality and social psychology.
[33] A. Elliot,et al. A HIERARCHICAL MODEL OF APPROACH AND AVOIDANCE ACHIEVEMENT MOTIVATION , 1997 .
[34] Susan Bobbitt Nolen,et al. Adolescents' theories of education. , 1985 .
[35] D. Stipek,et al. Children's beliefs about intelligence and school performance. , 1996 .
[36] W H Boon,et al. Development during adolescence. , 1979, The Journal of the Singapore Paediatric Society.
[37] Carol Midgley,et al. Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. , 1996 .
[38] Carole A. Ames,et al. Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes , 1988 .
[39] Eric M. Anderman,et al. Social Predictors of Changes in Students' Achievement Goal Orientations. , 1999, Contemporary educational psychology.
[40] Michael J. Middleton,et al. Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. , 1997 .
[41] Jacob Cohen,et al. Applied multiple regression/correlation analysis for the behavioral sciences , 1979 .
[42] Michael J. Middleton,et al. Achievement goals and goal structures. , 2002 .
[43] Carol Midgley,et al. Goals, goal structures, and patterns of adaptive learning , 2014 .
[44] P. Pintrich. Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Learning and Achievement. , 2000 .
[45] Frances K. Kochan. Benefits of Professional Development Schools: The Hidden Message in the Forest. , 1998 .
[46] Eric M. Anderman,et al. Declining Motivation After the Transition to Middle School: Schools Can Make a Difference. , 1999 .
[47] Samuel D. Miller,et al. A Longitudinal Analysis of Elementary School Students' Achievement Goals in Literacy Activities. , 2001, Contemporary educational psychology.
[48] I. Sigel,et al. HANDBOOK OF CHILD PSYCHOLOGY , 2006 .
[49] Geoffrey B. Saxe,et al. The Value (and Convergence) of Practices Suggested by Motivation Research and Promoted by Mathematics Education Reformers. , 1998 .