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Giota Joanna (2006). « Why am I in School? Relationships Between Adolescents' Goal Orientation, Academic Achievement and Self-Evaluation ». Scandinavian Journal of Educational Research, vol. 50, n° 4, p. 441–461. ISSN 0031-3831. En ligne : <http://www.informaworld ... .1080/00313830600823803>. 
Added by: Marie Gaussel (23 Jun 2010 14:03:28 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/00313830600823803
ID no. (ISBN etc.): 0031-3831
BibTeX citation key: Giota2006a
Categories: Apprentissages et psychologie
Keywords: bien-ĂȘtre, compĂ©tence, Ă©ducation prioritaire, motivation, rĂ©sultat scolaire
Creators: Giota
Collection: Scandinavian Journal of Educational Research
Views: 1064/2171
Views index: 28%
Popularity index: 7%
URLs     http://www.informa ... /00313830600823803
Abstract     
The purpose of the present article is to study the interrelations between goal orientations, achievements and well-being in school. For this purpose adolescents' academic self-perceived competence, personal interest in school subjects, and affect in regard to different evaluative situations that take place in school were related to eight different types of goal orientations toward school and learning. The study suggests that depending on the orientation and domain, adolescents perceive their competence either positively or negatively. In particular, negatively or critically oriented pupils show lower academic performance and self-evaluations of competence, lower future expectations of success with respect to most academic school subjects, and higher levels of anxiety when compared to other pupils. In addition, the study supports the assumption that individuals' beliefs about the self are hierarchically organised and involves beliefs about general or global competence as well as beliefs about specific ability.
Added by: Marie Gaussel  
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