Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies
We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-hand...
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| Veröffentlicht in: | Shinrigaku kenkyū 2005/08/25, Vol.76(3), pp.260-268 |
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| container_title | Shinrigaku kenkyū |
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| creator | Miki, Kaori Yamauchi, Hirotsugu |
| description | We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed. |
| doi_str_mv | 10.4992/jjpsy.76.260 |
| format | Article |
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Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.</description><identifier>ISSN: 0021-5236</identifier><identifier>EISSN: 1884-1082</identifier><identifier>DOI: 10.4992/jjpsy.76.260</identifier><identifier>PMID: 16200881</identifier><language>jpn</language><publisher>Japan: The Japanese Psychological Association</publisher><subject>Child ; Educational Status ; Female ; Goals ; Humans ; Learning - physiology ; learning strategy ; Male ; Perception - physiology ; perception of classroom goal structure ; personal achievement goal orientation ; Psychology, Child ; Schools ; Students - psychology ; Surveys and Questionnaires ; Task Performance and Analysis</subject><ispartof>The Japanese Journal of Psychology, 2005/08/25, Vol.76(3), pp.260-268</ispartof><rights>The Japanese Psychological Association</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3610-1178c654752d7afcde3dc9aa7373adad39b8b028c330d4d1dfeb8d94364e8fe3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,1883,4024,27923,27924,27925</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/16200881$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Miki, Kaori</creatorcontrib><creatorcontrib>Yamauchi, Hirotsugu</creatorcontrib><title>Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies</title><title>Shinrigaku kenkyū</title><addtitle>The Japanese Journal of Psychology</addtitle><description>We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). 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The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.</description><subject>Child</subject><subject>Educational Status</subject><subject>Female</subject><subject>Goals</subject><subject>Humans</subject><subject>Learning - physiology</subject><subject>learning strategy</subject><subject>Male</subject><subject>Perception - physiology</subject><subject>perception of classroom goal structure</subject><subject>personal achievement goal orientation</subject><subject>Psychology, Child</subject><subject>Schools</subject><subject>Students - psychology</subject><subject>Surveys and Questionnaires</subject><subject>Task Performance and Analysis</subject><issn>0021-5236</issn><issn>1884-1082</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNpFkDtPwzAURi0Egqp0Y0aZmJriR-o4I0K8JCQYulu39k1xlcTBTpD497ikgsW2ro-O7vcRcsXoqqgqfrvf9_F7VcoVl_SEzJhSRc6o4qdkRiln-ZoLeUEWMbot5bQo1wUrzskFk5xSpdiMuHcMBvvB-S5mvs5MAzEG79ts56HJ4hBGM4wB4zLrMUTfpSGYD4df2GI3TJQPLr3hV7LMoLNZgxA61-0OAhhw5zBekrMamoiL4z0nm8eHzf1z_vr29HJ_95obIRnNGSuVkeu0Krcl1MaisKYCKEUpwIIV1ValLMoIQW1hma1xq2xVCFmgqlHMyc2k7YP_HDEOunXRYNNAh36MWqqDPPFzspxAE3yKjLXug2shfGtG9aFc_VuuLqVO5Sb8-ugdty3af_hYZQIeJmAfB9jhHwBhcKbBycYqLg9GMR1J_PdvPiBo7MQPLEGR7w</recordid><startdate>2005</startdate><enddate>2005</enddate><creator>Miki, Kaori</creator><creator>Yamauchi, Hirotsugu</creator><general>The Japanese Psychological Association</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>2005</creationdate><title>Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies</title><author>Miki, Kaori ; Yamauchi, Hirotsugu</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3610-1178c654752d7afcde3dc9aa7373adad39b8b028c330d4d1dfeb8d94364e8fe3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>jpn</language><creationdate>2005</creationdate><topic>Child</topic><topic>Educational Status</topic><topic>Female</topic><topic>Goals</topic><topic>Humans</topic><topic>Learning - physiology</topic><topic>learning strategy</topic><topic>Male</topic><topic>Perception - physiology</topic><topic>perception of classroom goal structure</topic><topic>personal achievement goal orientation</topic><topic>Psychology, Child</topic><topic>Schools</topic><topic>Students - psychology</topic><topic>Surveys and Questionnaires</topic><topic>Task Performance and Analysis</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Miki, Kaori</creatorcontrib><creatorcontrib>Yamauchi, Hirotsugu</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Shinrigaku kenkyū</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Miki, Kaori</au><au>Yamauchi, Hirotsugu</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies</atitle><jtitle>Shinrigaku kenkyū</jtitle><addtitle>The Japanese Journal of Psychology</addtitle><date>2005</date><risdate>2005</risdate><volume>76</volume><issue>3</issue><spage>260</spage><epage>268</epage><pages>260-268</pages><issn>0021-5236</issn><eissn>1884-1082</eissn><abstract>We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.</abstract><cop>Japan</cop><pub>The Japanese Psychological Association</pub><pmid>16200881</pmid><doi>10.4992/jjpsy.76.260</doi><tpages>9</tpages><oa>free_for_read</oa></addata></record> |
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| source | J-STAGE Free; MEDLINE; EZB-FREE-00999 freely available EZB journals |
| subjects | Child Educational Status Female Goals Humans Learning - physiology learning strategy Male Perception - physiology perception of classroom goal structure personal achievement goal orientation Psychology, Child Schools Students - psychology Surveys and Questionnaires Task Performance and Analysis |
| title | Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies |
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