Optimal motivation in Peruvian high schools: Should learners pursue and teachers promote mastery goals, performance-approach goals or both?

Matos, Lennia; Lens, Willy; Vansteenkiste, Maarten; Mouratidis, Athanasios

doi:10.1016/j.lindif.2017.02.003

Cited by 35 publications

(33 citation statements)

References 54 publications

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“…When analyzing the scores obtained in the motivational climate, it is verified that the schoolchildren obtain higher values in the task climate and its three dimensions, in comparison to the Climate Ego, data that coincide with the conclusion of investigations carried out by González-Cutre, Sicilia and Moreno [50], Almagro, Sáenz-López and Moreno-Murcia [20], Martínez, Cervello and Moreno [51]. This may be due to the fact that students orient their actions towards effort, persistence and personal improvement as well as valuing teamwork [52]. On the other hand, the averages referring to the ego climate and its dimensions were lower for the categories of UR and PE in González-Valero's study [53].…”

Section: Discussionsupporting

confidence: 82%

Multidimensional Self-Concept Depending on Levels of Resilience and the Motivational Climate Directed towards Sport in Schoolchildren

Ramírez-Granizo

Zafra

Zurita-Ortega

et al. 2020

IJERPH

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(1) Background: Motivation towards sports practice is fundamental at an early age, as this can favor the integral development of the student body. (2) Methods: The main objective of this study was to describe and analyze the relationships between the different dimensions of self-concept based on motivational climate, body mass index and resilience in a sample of 203 children from the third cycle of primary education, with an age between 11 and 13 years (M = 11.54). They completed the motivational climate questionnaires (PMCSQ-2), the self-concept questionnaire (AF-5) and the questionnaire that measures resilience levels (the Connor–Davidson Resilience Scale (CD-RISC)). (3) Results: The results showed that boys are more resilient than girls and, in turn, have a greater tendency to task climate compared to them. Regarding self-concept, males presented higher scores in the academic, social and physical dimensions. In the same line as resilience, the motivational climate in males is oriented to the ego climate and the feminine to the task climate. Negative correlations of physical self-concept were found with the ego and task climate. (4) Conclusions: The task climate was identified as a predictor of resilience levels.

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Section: Discussionsupporting

confidence: 82%

Multidimensional Self-Concept Depending on Levels of Resilience and the Motivational Climate Directed towards Sport in Schoolchildren

Ramírez-Granizo

Zafra

Zurita-Ortega

et al. 2020

IJERPH

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“…Specifically, MGSs are positively associated with intrinsic motivation and academic self-concept (Murayama & Elliot, 2009), self-efficacy (Roeser, Midgley, & Urdan, 1996), use of effective learning strategies such as self-regulated learning (Wolters, 2004), deep level learning strategies (Michou et al, 2013;Miki & Yamauchi, 2005) and the experience of flow (Harwood, Keegan, Smith, & Raine, 2015). PGSs, on the other hand, are negatively related to intrinsic motivation (Meece et al, 2006), positively associated with surface level learning (Miki & Yamauchi, 2005), and self-handicapping strategies (Urdan & Midgley, 2001) or unrelated to learning strategies and achievement (Matos, Lens, Vansteenkiste, & Mouratidis, 2017). Few studies have also investigated the effects of multiple goal structures (i.e., focus on both MGSs and PGSs) on optimal educational experience.…”

Section: Classroom Goal Structuresmentioning

confidence: 99%

Need satisfaction as a mediator between classroom goal structures and students' optimal educational experience

Alp

Michou

Çorlu

et al. 2018

Learning and Individual Differences

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Goal-related messages in a classroom are associated with students' experiences and functioning in learning. However, little is known about need satisfaction as a mediator that translates the classroom messages into students' optimal educational experience. In the present studies, we investigated in a sample of 171 (in Study 1) and 255 (in Study 2) Turkish undergraduate students (60% females; M age = 19.79, SD = 1.68 and 45% females, M age = 19.75, SD = 1.67 respectively), the relation of classroom goal structures to students' educational satisfaction (or vitality) and state flow through their experience of need satisfaction considering it as the psychological mediator. Path analysis with bootstrap showed that mastery goal structures (i.e., classroom environment focuses on learning and self-improvement) were positively related to need satisfaction while performance goal structures (i.e., classroom environment focuses on normative success) were either negatively related (Study 1) or unrelated (Study 2) to need satisfaction. Path analysis with bootstrap also showed that mastery goal structures were related to vitality, educational satisfaction and flow in class-related tasks through need satisfaction. Understanding need satisfaction as a mediator of classroom goal structures and optimal educational experience help teachers to reconsider their goal-related messages in the classroom.

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“…Fifty-eight of the 63 studies in this category refer to one, or several, of the seminal studies of deep learning from the 1970s and 1980s when defining deep learning-e.g., Marton and Säljö (1976a), Biggs (1987Biggs ( , 1993 or Entwistle and Ramsden (1983)-clearly highlighting a connection with the conceptual framework of Student Approaches to Learning (SAL). Five of the studies included in this category do not refer to any of these publications, but they use the terms deep learning (Liem, Ginns, Martin, Stone, & Herrett, 2012; van Aalst, Hing, May, & Yan, 2007), deep-level learning strategies (Matos et al, 2017), deep processing strategies (Chou, 2017) and deep cognitive learning strategies (Şen, 2016). However, the main elements in the definitions in these five publications are clearly similar to the definitions of the 58 other publications in this category.…”

Section: Deep Learning As Meaningful Learningmentioning

confidence: 99%

Bringing deep learning to the surface

Winje

Løndal

2020

NJCIE

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Deep learning is a key term in current educational discourses worldwide and used by researchers, policymakers, stakeholders, politicians, organisations and the media with different definitions and, consequently, much confusion about its meaning and usage. This systematic mapping review attempts to reduce this ambiguity by investigating the definitions of deep learning in 71 research publications on primary and secondary education from 1970 to 2018. The results show two conceptualisations of the term deep learning—1) meaningful learning and 2) transfer of learning—both based on cognitive learning perspectives. The term deep learning is used by researchers worldwide and is mainly investigated in the school subjects of science, languages and mathematics with samples of students between 13 and 16 years of age. Deep learning is also a prevalent term in current international education policy and national curriculum reform, thus deeply affecting the practice of teaching and learning in general education. Our review identifies a lack of studies investigating deep learning through perspectives other than cognitive learning theories and suggests that future research should emphasise applying embodied, affective, and social perspectives on learning in the wide array of school subjects, in lower primary education and in a variety of sociocultural contexts, to support the adaptation of deep learning to a general educational practice.

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Optimal motivation in Peruvian high schools: Should learners pursue and teachers promote mastery goals, performance-approach goals or both?

Cited by 35 publications

References 54 publications

Multidimensional Self-Concept Depending on Levels of Resilience and the Motivational Climate Directed towards Sport in Schoolchildren

Multidimensional Self-Concept Depending on Levels of Resilience and the Motivational Climate Directed towards Sport in Schoolchildren

Need satisfaction as a mediator between classroom goal structures and students' optimal educational experience

Bringing deep learning to the surface

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