Attitude Toward Mathematics Survey

Miller, Raymond B.; Greene, Barbara A.; Montalvo, Gregory P.; Ravindran, Bhuvaneswari; Nichols, Joe D.

doi:10.1037/t21742-000

Cited by 9 publications

(18 citation statements)

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“…Previous studies reported that masteryoriented students tended to enjoy doing an activity and persisted longer in the face of difficulties (Covington, 1992;Elliot & Dweck, 1988;Nolen, 1988;Miller, Greene, Montalvo, Ravindran, & Nichols, 1996), which is also an indication that a mastery goal is positively related to intrinsic motivation. According to self-determination theory, intrinsic motivation is a prototype of autonomous motivation .…”

Section: Rationale For Hypothesis 1(b)mentioning

confidence: 99%

Perceived competence and autonomy as moderators of the effects of achievement goal orientations

Cho

Weinstein

Wicker

2011

Educational Psychology

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Section: Rationale For Hypothesis 1(b)mentioning

confidence: 99%

Perceived competence and autonomy as moderators of the effects of achievement goal orientations

Cho

Weinstein

Wicker

2011

Educational Psychology

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“…Although we believe this response pattern is adaptive for high ability individuals, we argue that it may be less adaptive for low ability individuals because they are not Goal Orientation and Ability 9 as capable of benefiting from challenging task content and complex learning strategies. Numerous studies have found that learning orientation is a positive predictor of the use of more complex learning strategies (e.g., Anderman, Griesinger, & Westerfield, 1998;Anderman & Young, 1994;Elliot, McGregor, & Gable, 1999;Fisher & Ford, 1998;Miller, Greene, Montalvo, Ravindran, & Nichols, 1996;Pintrich & Garcia, 1991). Gagne, Briggs, and Wagner (1992) define a learning strategy as "an internal process by which learners select and modify their ways of attending, learning, remembering, and thinking" (p. 66).…”

Section: : Performance Orientation Is Negatively Related To the Self-mentioning

confidence: 99%

Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge.

Bell¹,

Kozlowski²

2002

Journal of Applied Psychology

311

270

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This study examined the direct relationship of goal orientation -and the interaction of goal orientation and cognitive ability --with self-efficacy, performance, and knowledge in a learning context. The current paper argues that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals' cognitive ability. Results indicated that the direct associations of learning and performance orientations were consistent with previous research. Learning orientation was positively related to self-efficacy, performance, and knowledge, while performance orientation was negatively related to only one outcome, performance. The interactions between goal orientation and ability also supported several hypotheses. As expected, learning orientation was generally adaptive for high ability individuals, but had no effect for low ability individuals. In contrast, the effects of performance orientation were contingent on both individuals' level of cognitive ability and the outcome examined. The implications of these results for future research on goal orientation are discussed. KeywordsGoal, orientation, ability, cognition, performance, learning, self-efficacy, knowledge, individual This study examined the direct relationship of goal orientation --and the interaction of goal orientation and cognitive ability --with self-efficacy, performance, and knowledge in a learning context. The current paper argues that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals' cognitive ability. Results indicated that the direct associations of learning and performance orientations were consistent with previous research. Learning orientation was positively related to selfefficacy, performance, and knowledge, while performance orientation was negatively related to only one outcome, performance. The interactions between goal orientation and ability also supported several hypotheses. As expected, learning orientation was generally adaptive for high ability individuals, but had no effect for low ability individuals. In contrast, the effects of performance orientation were contingent on both individuals' level of cognitive ability and the outcome examined. The implications of these results for future research on goal orientation are discussed.Goal Orientation and Ability 3Goal Orientation and Ability: Interactive Effects on Self-Efficacy, Performance, and Knowledge Recent theory and research have begun to emphasize the importance of motivational characteristics as useful predictors of learning and performance. For example, a considerable amount of research over the past decade has demonstrated the relationship between goal orientation and the affective, cognitive, and behavioral reactions of individuals in achievement settings, such as the classroom and in athletics (e.g., Duda & Nicholls, 1992;Dweck & Leggett, 1988). More recent research has shown that goal orientation has important implications in training and employment contexts as well (e.g., Fisher & Ford, 1998;Kozl...

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“…There is considerable research that supports this theoretical assumption (Ames & Archer, 1988;Bandura, 1986;Miller et al, 1996;Pintrich & Garcia, 1991;Zimmerman & Martinez-Pons, 1990). Achievement goals and self-efficacy have been found to influence cognitive engagement or strategy use Miller et al, 1996;Pintrich & Garcia, 1991). Cognitive engagement is the concrete, behavioral component of approaches to learning, while achievement goals and self-efficacy capture the more abstract aspect of motivation.…”

Section: Background Literaturementioning

confidence: 81%

“…Specifically, we define approaches in terms of the goals, self-efficacy, and cognitive engagement that students report in different achievement settings. Achievement goals characterize the different reasons students report for their efforts to learn in achievement situations Miller, Greene, Montalvo, Ravindran, & Nicholls, 1996;Pintrich & Garcia, 1991). Three types of goals have been found to be important for predicting cognitive engagement and achievement.…”

Section: Background Literaturementioning

confidence: 99%

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Distributive Learning in Introductory Chemical Engineering: University Students' Learning, Motivation, and Attitudes Using a CD-ROM

Greene

Dillon

Crynes

2003

Journal of Educational Computing Research

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This article reports a study in which student performance and approaches to study in a CD-ROM version of a chemical engineering course were examined. The study consists of three phases. The purpose of phase 1 was to evaluate of the efficacy of CD-ROM for this content and student population. Therefore, we compared the performance of students who participated in a traditional classroom offering with those who participated in the CD-ROM version. The results supported the soundness of the CD-ROM based instruction. In phase 2, we interviewed students who were successful and less successful in the course to examine any differences in the strategies they used for learning the content. Differences consistent with a surface versus deep approach to studying were found. Prior to the third phase, the CD-ROM and approaches to learning instrument were modified and then a new group of students was examined to determine the factors that contribute to success in the CD-ROM version. Results showed that deep cognitive engagement and motivation, defined in terms of goals and self-efficacy, were significant predictors of success uses two indices of course performance. The results suggest that although technology provides opportunities for learners to learn in increasingly independent environments, educators need to prepare students to learn independently using newer electronic technologies. Most higher education institutions are currently exploring ways to integrate technology into the curriculum. For many institutions, the primary motivation for turning to technology is to compete successfully for students who are interested in programs that offer courses that are conveniently delivered at a distance or via distributive learning environments. Distributive learning, which involves the use of technology to provide instruction in a manner that does not require the learner to be present with an instructor, can also change the nature of education so that it becomes less teacher-directed and more learner-centered. This type of change served as the impetus for the development of a CD-ROM for teaching an introductory Chemical Engineering course. The purpose of the three-phase study reported here was to examine learning, motivation, and attitudes toward learning shown by students using a CD-ROM to learn introductory material in Chemical Engineering. We concur with Navarro and Shoemaker's (2000) assertion that there is insufficient predictive research on distributive learning environments and with this work hoped to shed further light on the factors that predict success in distributive learning environments. BACKGROUND LITERATURE

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Attitude Toward Mathematics Survey

Cited by 9 publications

References 0 publications

Perceived competence and autonomy as moderators of the effects of achievement goal orientations

Perceived competence and autonomy as moderators of the effects of achievement goal orientations

Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge.

Distributive Learning in Introductory Chemical Engineering: University Students' Learning, Motivation, and Attitudes Using a CD-ROM

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