Educational motivation and students’ achievement goal orientations

Fadlelmula, Fatma Kayan

doi:10.1016/j.sbspro.2010.03.116

Cited by 13 publications

(9 citation statements)

References 40 publications

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“…Mastery goal orientation affects self-regulation in learning (Ozkal, 2013;Sadi & Uyar, 2013) and especially in learning Mathematics (Fadlelmula, 2010). It can influence motivation, cognition, and resource management strategy.…”

Section: │ 119mentioning

confidence: 99%

The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

Cahyani

Alsa

Ramdhani

et al. 2019

PJPP

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Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom management and mastery goals concurrently.

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Section: │ 119mentioning

confidence: 99%

The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

Cahyani

Alsa

Ramdhani

et al. 2019

PJPP

View full text Add to dashboard Cite

show abstract

“…In contrast, students who engage in avoidant psychological coping tend to view the situation as less controllable and are less likely to achieve success or exhibit positive psychological wellbeing (Park & Adler, 2003;Ben-Zur, 2009). Educational motivation on the other hand refers to students' beliefs about what is important in academic situations (Fadlelmula, 2010). The decade-long study of Krause, Hartley, James, and McInnis (2005) found that the highly motivated university students overall have better academic results.…”

Section: Factors Influencing Educational Adjustmentmentioning

confidence: 99%

Psychological and Linguistic Determinants of Educational Adjustment Among Thai Students Enrolled in First-Year Thai University English Language Courses

Kim¹,

Davidson²,

Ho³

2013

JPR

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Drawing on disparate research into factors influencing educational adjustment, this study examined the relative influence of English language proficiency, English language self-efficacy, foreign language classroom anxiety, psychological coping strategies, aspects of mental health, and educational motivation on the educational adjustment of Thai students enrolled in first-year Thai university English language courses. A total of 477 Thai-speaking students taking first-year introductory English courses in two faculties at a Thai university participated in this study, which involved completion of a questionnaire translated into Thai using a combination of back translation, committee deliberation, and field testing techniques. Hierarchical regression analysis showed that depression was the strongest predictor of educational adjustment, followed by motivation to develop occupational talents. Foreign language classroom anxiety, active psychological coping, and English language self-efficacy were also found to be strong predictors. English language proficiency as measured by TOEIC (Test of English for International Communication)was not found to be a reliable predictor of educational adjustment, arguably because of the overall bilingual nature of these students' first-year experience. Availability and use of additional psycho-educational and psychological counseling assistance may benefit NESB (non-English-speaking backgrounds) students who are required to study English by reducing foreign classroom language anxiety, increasing English language self-efficacy, increasing motivation to improve one's occupational talents, and reducing symptoms of depression.

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“…Students adopt achievement goals according to the goals of their teachers. When students believe that their teachers focus on mastery and understanding of the material, they tend to adopt mastery goals; when students feel that teachers promote competition and reward better performance, they adopt performance approach or performance avoidance goals (Fadlelmula, 2010). Teachers could encourage mastery goal orientation by emphasizing student autonomy and ownership of the learning process, giving suitable assignments, and stressing learning over performance.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Perception of School Goals and Approaches to Instruction: Effects on Students’ Achievement Goals

Basit¹,

Rehman²

2013

Pak. j. educ.

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Secondary school is considered to be the gateway for development of other sectors of education. It provides students the opportunity for quality education and a platform from which to proceed to higher education or vocational work. It has been a challenge for secondary schools to incorporate relevant skills, knowledge, and experience in the teaching-learning process as to address students’ needs. Some students learn English better than others even if they are given the same opportunities. The present study intended to make contributions in clarifying the findings regarding effects of goal orientations on students’ academic achievement in the subject of English. This study aimed to determine the effect of teachers’ goals and approaches to instruction on student achievement goals in the subject of English at secondary level. Main objectives of the study were to Survey the teachers’ perceptions of school goal structures for students, investigate the effects of teachers’ perceptions of school goal structures and their approaches towards instruction on students’ achievement goal orientation and to determine the kind of approaches teachers had towards instruction. It is a survey research and it was conducted in conventional classrooms in government Higher Secondary schools in district Peshawar. The sample consisted of 224 male and female teachers. The Patterns for Adaptive Learning Scale (PALS) developed and revised by Midgley et al, (2000) was used for the study. Descriptive statistics and correlation analysis were applied to identify teachers’ goals and approaches to instruction and its relationship with students’ achievement goal orientation. It was concluded that teachers’ perception of school goal structure was not significantly correlated with students’ achievement goal orientation. Teachers had low mastery approaches to instruction. Gender differences were found as more female teachers had high mastery approaches to instruction than male teachers.

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Educational motivation and students’ achievement goal orientations

Cited by 13 publications

References 40 publications

The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

Psychological and Linguistic Determinants of Educational Adjustment Among Thai Students Enrolled in First-Year Thai University English Language Courses

Teachers’ Perception of School Goals and Approaches to Instruction: Effects on Students’ Achievement Goals

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