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Linnenbrink Elizabeth A. (2005). « The dilemma of performance-approach goals : The use of multiple goal contexts to promote students’ motivation and learning ». Journal of Educational Psychology, vol. 97, n° 2, p. 197–213.
Added by: Feyfant Annie (01 Jan 1970 01:00:00 Europe/Paris) Last edited by: Agnès Cavet (12 Dec 2006 15:25:37 Europe/Paris) |
| Resource type: Journal Article BibTeX citation key: Linnenbrink2005  |
Categories: Apprentissages et psychologie Keywords: mathématiques, psychologie de l'éducation Creators: Linnenbrink Collection: Journal of Educational Psychology |
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| Abstract |
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The study examines the effects of a quasi-experimental classroom goal condition (mastery, performanceapproach, combined mastery/performance-approach) and entering personal goal orientations on motivation,emotional well-being, help seeking, cognitive engagement, and achievement for 237 upper elementary students during a 5-week math unit emphasizing small groups. The classroom goal condition had a significant effect on help seeking and achievement, with the combined condition showing the most beneficial pattern. Personal mastery goals were beneficial for 11 of 12 outcomes including achievement; personal performance-approach goals were detrimental for achievement and test anxiety and unrelated to the remaining outcomes. The effect of the classroom goal condition did not vary on the basis of entering personal goal orientations. Implications for the current achievement goal theory debate regarding multiple goals are discussed.
Added by: Feyfant Annie Last edited by: Agnès Cavet |