No abstract

Emotions seem to be directly linked to goals. Teachers who foster feelings of self-assuredness will be helping students develop learning goals. Students who feel less competent, bored or have little control will adopt work avoidant goals.

Two hypotheses about the effectiveness of elaborative interrogation were investigated. First, students who engaged in elaborative interrogation while reading would remember more than those who underlined. Second, the characteristics of the students' elaborations would influence learning. Students (N = 114) in the 6th and 7th grades were randomly assigned to 1 of 4 conditions: underline-only, underline with elaboration, generate elaboration, and elaboration with study sheet. Generating an elaboration led to better memory for main ideas in comparison with the underlineonly group, whereas the underline with elaboration group did better on an inference problem. Characteristics of elaborations did not influence the probability of learning the target fact.

A motivation questionnaire was completely by 79 grade five students. Responses were subjected to a factor analysis which was followed by a series of Pearson correlations between the resultant factor scores and measures of ability perceptions, self-worth, self-efficacy, success and failure attributions, positive and negative emotions, and preference for challenge. Responses were also subjected to a cluster analysis followed by a series of between-group contrasts with each of the aforementioned motivational constructs as the dependent variable and cluster membership as the independent variable. Factor analytic-correlational methodology was compared to cluster analysis with between-groups contrasts to determine the agreement between the two methods. While there was agreement in interpretation of the data, several discrepancies appeared. The conclusion is that cluster analysis may be a useful way to refine goal theory.

Flow, Intrinsic motivation, Motivation, Engagement, Sport, Skateboarding, Well-being,