Achievement goal orientations in writing:a developmental perspective

Pajares, Frank; Cheong, Yuk Fai

doi:10.1016/j.ijer.2004.06.008

Cited by 99 publications

(86 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Self-efficacy beliefs are also influenced by interest, value, and utility, and affective reactions. Past research has investigated the relationship between self-efficacy beliefs and other motivational constructs such as self-concept, self-esteem, self-regulation, task value and anxiety (Pajares and Cheong 2003, Lane et al 2004, Garcia and de Caso 2006. According to Bandura (1977), self-efficacy beliefs are reciprocal because they influence behaviour and can in turn be influenced by the behaviour.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Developing Student-Writers’ Self-efficacy Beliefs

Magogwe

Ramoroka²,

Mogana-Monyepi

2015

JoAW

View full text Add to dashboard Cite

Based on Social Cognitive Theory (Bandura 1986) research in academic writing and self-efficacy has shown that there is a relationship between students' performance and their belief in their writing abilities (Matoti and Shumba 2011, Shah et al. 2011, Prat-Sala and Redford 2012. Using questionnaires, interviews and an assessed written task, this study seeks to contribute to this research by exploring the relationship between writing proficiency and self-efficacy beliefs of undergraduate students taking an Advanced Writing Skills course. The aims of the study were to find out a) what the writing proficiency self-ratings of students doing the Advanced Writing Skills course are like b) their writing self-efficacy beliefs c) what they perceive to be problems related to their writing skills and d) whether there is any relationship between performance level of the students and their self-efficacy beliefs. An analysis of the results reveals that although students' self-rating was high, their efficacy beliefs were moderate. The results of the present study also reveal that there was no relationship between students' essay writing performance and their self-efficacy beliefs in the context of this study. This article argues that although self-efficacy beliefs need not be high for students to be motivated to perform better, boosting these beliefs can add to students' tools for developing their writing competence.

show abstract

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Developing Student-Writers’ Self-efficacy Beliefs

Magogwe

Ramoroka²,

Mogana-Monyepi

2015

JoAW

View full text Add to dashboard Cite

show abstract

“…Despite considering the motivational orientations as a relatively stable disposition (TuominemSoini et al, 2011(TuominemSoini et al, , 2012 these can assume different patterns in relation to students age (Harackiewicz et al, 2002), with studies revealing that there is a tendency for decreasing task orientation and increasing ego orientation across school years, reflecting the educational system's features which become more competitive (Conley, 2012;Pajares & Cheong, 2003;Shim, Ryan, & Anderson, 2008). The study of Pajares and Cheong (2003) with students from 4 th to 11 th grade showed that younger students demonstrate higher task orientation and that this orientation is more characteristic of girls than of boys.…”

Section: Introductionmentioning

confidence: 99%

“…The study of Pajares and Cheong (2003) with students from 4 th to 11 th grade showed that younger students demonstrate higher task orientation and that this orientation is more characteristic of girls than of boys.…”

Section: Introductionmentioning

confidence: 99%

“To learn, or to be the best?”: Achievement goal profiles in pre-adolescents

Peixoto

Pipa²,

Mata³

et al. 2017

Análise Psicológica

View full text Add to dashboard Cite

This study aimed to examine the achievement goal orientation profiles of 5 th and 7 th grade students and the profile differences in academic achievement and anxiety. Participants were 1652 Portuguese students who responded to the Achievement Goals Scale and the Achievement Emotions Questionnaire. Based on a person-centered approach, cluster analysis identified six groups of students with distinct motivational profiles: task oriented, ego oriented, success oriented, disengaged, selfdefeating oriented and diffuse. The largest number of participants were in the diffuse oriented group. In terms of the gender composition of clusters, differences manifested in the groups of disengaged and self-defeating orientations, with boys predominating in the former and girls in the latter. In age, the success oriented students group was in the majority composed of younger students and older students were more likely to adopt disengaged orientations. Clusters also revealed different compositions when retention was taken into account, with students who had been retained being more represented in the disengaged and diffuse groups. Moreover results showed that goal orientation profiles had effects on academic achievement and anxiety: success oriented students achieved higher grades and students whose profiles are predominantly ego oriented (self-enhancement and selfdefeating) express more class and test anxiety.

show abstract

“…Senko and Harackiewicz (2005) argue that individuals may either intensify or switch goals, depending on feedback and evaluation of goals. The research on goal change has typically used quantitative measures and focused on achievement goals (Fryer & Elliot, 2007;Pajares & Cheong, 2003;Shim, Ryan, & Anderson, 2008) and little has currently been reported about stability and change in social and multiple goals.…”

Section: Goal Changesmentioning

confidence: 99%

Managing multiple goals in real learning contexts

Mansfield

2009

International Journal of Educational Research

View full text Add to dashboard Cite

Understanding students' multiple goals in real learning contexts is an emerging area of importance for educators and researchers investigating student motivation in classrooms. This qualitative study conducted over an academic year investigates the multiple goals articulated by seven, 11 year old students and explores relationships between goals and changes in goals during the year. Findings show students pursue a range of related academic and social goals over time and that goals can be complementary and dynamic. The significance of multiple goals is emphasised as goals are shown to be complex, dynamic, and pursued simultaneously in real learning contexts.

show abstract

Achievement goal orientations in writing:a developmental perspective

Cited by 99 publications

References 45 publications

Developing Student-Writers’ Self-efficacy Beliefs

Developing Student-Writers’ Self-efficacy Beliefs

“To learn, or to be the best?”: Achievement goal profiles in pre-adolescents

Managing multiple goals in real learning contexts

Contact Info

Product

Resources

About