Within-Grade Changes in Korean Girls' Motivation and Perceptions of the Learning Environment Across Domains and Achievement Levels.

This study tested whether students’ motivation and perceptions of the learning environment changed significantly within the school year. Korean high school girls’ (N 375) perceptions of the performance goal structures in the environment increased significantly throughout the school year. The girls’ personal achievement goals and task value demonstrated few significant within-grade changes, but their selfefficacy fluctuated significantly around examinations. Motivational beliefs were more stable than were perceptions of the environment. Nevertheless, the modified perceptions of the learning environment explained changes in motivation, justifying continued efforts to create a motivationally adaptive environment. Construct relations were consistent across different academic contexts. There was no evidence that low-achieving girls responded more negatively to the classroom performance goals than did their better-achieving peers.

[1]  A. Ryan,et al.  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. , 1998 .

[2]  E. Pomerantz,et al.  Making the Grade but Feeling Distressed: Gender Differences in Academic Performance and Internal Distress , 2002 .

[3]  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 .

[4]  Tim Urdan,et al.  Academic Self-Handicapping and Achievement Goals: A Further Examination. , 2001, Contemporary educational psychology.

[5]  A. Ryan,et al.  The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School , 2001 .

[6]  Peter M. Bentler,et al.  Estimates and tests in structural equation modeling. , 1995 .

[7]  S. Stodolsky,et al.  Student Views About Learning Math and Social Studies , 1991 .

[8]  Andrew J. Elliot,et al.  Achievement goals as predictors of achievement-relevant processes prior to task engagement. , 2002 .

[9]  J. Harackiewicz,et al.  Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. , 1996 .

[10]  Eric M. Anderman,et al.  Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices. , 2001, Contemporary educational psychology.

[11]  Paul R. Pintrich,et al.  Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms , 1998 .

[12]  Carole A. Ames.  Classrooms: Goals, structures, and student motivation. , 1992 .

[13]  Barbara A. Greene,et al.  Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability , 1996, Contemporary educational psychology.

[14]  Eric M. Anderman,et al.  Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach , 1995 .

[15]  U. Kim,et al.  Integrated analysis of indigenous psychologies: Comments and extensions of ideas presented by Shams, Jackson, Hwang and Kashima , 2005 .

[16]  J. Stevens,et al.  Applied multivariate statistics for the social sciences, 4th ed. , 2002 .

[17]  Michael J. Middleton,et al.  Performance-Approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost?. , 2001 .

[18]  P. Pintrich,et al.  Motivational and self-regulated learning components of classroom academic performance. , 1990 .

[19]  E. Skaalvik.  Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. , 1997 .

[20]  Shirley L. Yu,et al.  The relation between goal orientation and students' motivational beliefs and self-regulated learning , 1996 .

[21]  Scott M. Hofer,et al.  A 2×2 achievement goals questionnaire for sport: evidence for factorial invariance, temporal stability, and external validity. , 2003 .

[22]  Rex B. Kline,et al.  Principles and Practice of Structural Equation Modeling , 1998 .

[23]  Michael J. Middleton,et al.  Should childhood be a journey of a race? Response to Harackiewicz et al. (2002). , 2002 .

[24]  John G. Nicholls,et al.  Dimensions of achievement motivation in schoolwork and sport. , 1992 .

[25]  D. Hinkle,et al.  Applied statistics for the behavioral sciences , 1979 .

[26]  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.

[27]  C. Dweck,et al.  Goals: an approach to motivation and achievement. , 1988, Journal of personality and social psychology.

[28]  U. Kim,et al.  The Challenge of Cross-Cultural Psychology , 2000 .

[29]  D. Dai.  Are Gifted Girls Motivationally Disadvantaged? Review, Reflection, and Redirection , 2002 .

[30]  Pajares,et al.  Relation between Achievement Goals and Self-Beliefs of Middle School Students in Writing and Science. , 2000, Contemporary educational psychology.

[31]  Mimi Bong,et al.  Problems in academic motivation research and advantages and disadvantages of their solutions. , 1996 .

[32]  Mimi Bong,et al.  Between- and Within-Domain Relations of Academic Motivation Among Middle and High School Students: Self-Efficacy, Task-Value, and Achievement Goals , 2001 .

[33]  J. Meece,et al.  Sex differences in achievement: A test of alternate theories. , 1984 .

[34]  H. Markus,et al.  Culture and the self: Implications for cognition, emotion, and motivation. , 1991 .

[35]  A. Bandura.  Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychology Review.

[36]  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 .

[37]  M. Bong.  Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs , 2004 .

[38]  Carole A. Ames,et al.  Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes , 1988 .

[39]  J. Stevens,et al.  Applied Multivariate Statistics for the Social Sciences , 1993 .

[40]  Michael J. Middleton,et al.  Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. , 1997 .

[41]  M. Maehr,et al.  Beyond a Two-Goal Theory of Motivation and Achievement: A Case for Social Goals , 1995 .

[42]  Eric M. Anderman,et al.  The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. , 2002 .

[43]  J. Harackiewicz,et al.  Goal setting, achievement orientation, and intrinsic motivation: a mediational analysis. , 1994, Journal of personality and social psychology.

[44]  Shigehiro Oishi,et al.  Goals, Culture, and Subjective Well-Being , 2001 .

[45]  Eric M. Anderman,et al.  The Role of Classroom Goal Structure in Students’ Use of Self-Handicapping Strategies , 1998 .

[46]  K. E. Barron,et al.  Predictors and Consequences of Achievement Goals in the College Classroom: Maintaining Interest and Making the Grade , 1997 .

[47]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[48]  R. Gonzalez.  Applied Multivariate Statistics for the Social Sciences , 2003 .

[49]  Andrew J. Elliot,et al.  Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes. , 2001 .

[50]  Samuel D. Miller,et al.  A Longitudinal Analysis of Elementary School Students' Achievement Goals in Literacy Activities. , 2001, Contemporary educational psychology.

[51]  A. Elliot,et al.  A HIERARCHICAL MODEL OF APPROACH AND AVOIDANCE ACHIEVEMENT MOTIVATION , 1997 .

[52]  Jacquelynne S. Eccles,et al.  Negative Effects of Traditional Middle Schools on Students' Motivation , 1993, The Elementary School Journal.

[53]  J. Eccles,et al.  School as a Context of Early Adolescents' Academic and Social-Emotional Development: A Summary of Research Findings , 2000, The Elementary School Journal.

[54]  C. Dweck,et al.  A social-cognitive approach to motivation and personality , 1988 .

[55]  C. Wolters.  Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. , 2004 .

[56]  T. Roberts,et al.  Gender and the influence of evaluations on self-assessments in achievement settings. , 1991, Psychological bulletin.

[57]  Patricia Kowalski,et al.  Individual Differences in the Effects of Educational Transitions on Young Adolescent’s Perceptions of Competence and Motivational Orientation , 1992 .

[58]  S. Siegel,et al.  Nonparametric Statistics for the Behavioral Sciences , 2022, The SAGE Encyclopedia of Research Design.

[59]  R. Hoyle.  Structural equation modeling: concepts, issues, and applications , 1997 .

[60]  P. Pintrich.  Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Learning and Achievement. , 2000 .

[61]  Tim Urdan,et al.  Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence , 2003 .

[62]  Peter M. Bentler,et al.  EQS : structural equations program manual , 1989 .