Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence
Contemporary Educational PsychologyPublished 4 April 2003
Tim Urdan, Carol Midgley
Citations328
SJR quartileQ1
SJR score2.13
SNIP2.04
Generate an AI Snapshot to get a quick, structured summary of this paper.
Study Snapshot
ObjectiveStudy objective
MethodsResearch methodology
PopulationPopulation studied
Sample sizeSample sizes
OutcomesStudy outcomes here
ResultsStudy results comes here
LimitationsResearch study limitations comes here
A concise AI-generated summary of the paper will appear here once you click Generate AI Snapshot.
Abstract
Despite a recent increase in research on the associations between classroom goal structures, motivation, affect, and achievement, little is known about the effects of changes in the perceived classroom goal structure as students move from one grade level to another. Comparisons of students who perceived an increase, decrease, or no change in the mastery and performance goal structures of their classrooms during the transition to middle school and across two grades within middle school revealed that changes in the mastery goal structure were more strongly related to changes in cognition, affect, and performance than were changes in the performance goal structure. The most negative pattern of change was associated with a perceived decrease in the mastery goal structure.
Keywords
PsychologySocial Sciences
Psychological ReviewA social-cognitive approach to motivation and personality.
9,185 Citations1988Carol S. Dweck, Ellen L. Leggett
Journal of Educational PsychologyClassrooms: Goals, structures, and student motivation.
6,102 Citations1992Carole Ames
Journal of Educational PsychologyAchievement goals in the classroom: Students' learning strategies and motivation processes.
3,415 Citations1988Carole Ames, Jennifer Archer
Journal of Personality and Social PsychologyGoals: An approach to motivation and achievement.
2,508 Citations1988Elaine Elliott, Carol S. Dweck
A framework in which goals are proposed to be central determinants of achievement patterns was tested, showing the way in which the performance goal-low perceived ability condition produced the same pattern of strategy deterioration, failure attribution, and negative affect found in naturally occurring learned helplessness.
Journal of Personality and Social PsychologyApproach and avoidance achievement goals and intrinsic motivation: A mediational analysis.
2,384 Citations1996Andrew J. Elliot, Judith M. Harackiewicz
American PsychologistDevelopment during adolescence: The impact of stage€nvironment fit on young adolescents' experiences in schools and in families.
2,247 Citations1993Jacquelynne S. Eccles, Carol Midgley +3 more
Development of Achievement Motivation
1,741 Citations2007Allan Wigfield, Jacquelynne S. Eccles +3 more
Advances in Motivation and Achievement
1,548 Citations2014
Journal of Educational PsychologyPerceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.
1,300 Citations1996Robert W. Roeser, Carol Midgley +1 more
Journal of Educational PsychologyAvoiding the demonstration of lack of ability: An underexplored aspect of goal theory.
1,147 Citations1997Michael Middleton, Carol Midgley
Moving into Adolescence
1,004 Citations2017Roberta G. Simmons, Dale A. Blyth
Journal of Educational PsychologySelf-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety.
816 Citations1997Einar M. Skaalvik
Contemporary Educational PsychologyThe Development and Validation of Scales Assessing Students' Achievement Goal Orientations
809 Citations1998Carol Midgley, Avi Kaplan +6 more
Comparisons of these scales with those developed by Nicholls and his colleagues provide evidence of convergent validity and confirmatory factor analysis attests to the discriminant validity of the scales.
Journal of Personality and Social PsychologyPredictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade.
742 Citations1997Judith M. Harackiewicz, Kenneth E. Barron +3 more
Contemporary Educational PsychologyChanges in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools
715 Citations1997Eric M. Anderman, Carol Midgley
Students were more oriented to task goals, perceived a greater emphasis on task goals during instruction, and felt more academically competent in fifth grade in elementary school than in sixth grade in middle school.
Goals, Goal Structures, and Patterns of Adaptive Learning
602 Citations2014Carol Midgley
Contemporary Educational PsychologySocial Predictors of Changes in Students' Achievement Goal Orientations
559 Citations1999Lynley H. Anderman, Eric M. Anderman
This study proposes that students' sense of belonging in middle school and their endorsement of social responsibility, relationship, and status goals in that setting should explain, in part, changes in their achievement goal orientations between 5th and 6th grades.
The Journal of Early AdolescenceDifferences between Elementary and Middle School Teachers and Students: A Goal Theory Approach
429 Citations1995Carol Midgley, Eric M. Anderman +1 more
The Subject Matters: Classroom Activity in Math and Social Studies
385 Citations1988Susan S. Stodolsky
Journal of Personality and Social PsychologyAvoidance achievement motivation: A personal goals analysis.
373 Citations1997Andrew J. Elliot, Kennon M. Sheldon
The present research investigated one antecedent and various consequences of pursuing avoidance personal achievement goals over the course of a semester and highlighted the need to attend to avoidance, as well as approach, forms of self-regulation and theneed to consider both motive disposition and goal constructs in accounting for competence-relevant behavior.
The Journal of Early AdolescenceChildren's Competence Beliefs, Achievement Values, and General Self-Esteem
338 Citations1994Allan Wigfield, Jacquelynne S. Eccles
Contemporary Educational PsychologyChanges in the perceived classroom goal structure and pattern of adaptive learning during early adolescence
328 Citations2003Tim Urdan, Carol Midgley
Journal of Educational Psychology"If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies.
292 Citations1996Carol Midgley, Revathy Arunkumar +1 more
American Educational Research JournalThe Impact of Subject Matter on Curricular Activity: An Analysis of Five Academic Subjects
285 Citations1995Susan S. Stodolsky, Pamela L. Grossman
Contemporary Educational PsychologyThe Effect of Achievement Goals: Does Level of Perceived Academic Competence Make a Difference?
234 Citations1997Avi Kaplan, Carol Midgley
This hypothesis that learning goals are associated with adaptive patterns of behavior, regardless of the level of perceived ability is examined, finding some evidence that perceived competence moderated the relation between learning goals and behavior.
The Elementary School JournalReinventing Schools for Early Adolescents: Emphasizing Task Goals
185 Citations1993Martin L. Maehr, Eric M. Anderman
Learning and Individual DifferencesThe relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies
165 Citations1999Avi Kaplan, Carol Midgley
Contemporary Educational PsychologyExamining the Relations among Early Adolescent Students’ Goals and Friends’ Orientation toward Effort and Achievement in School
147 Citations1997Timothy C. Urdan
Journal of Educational PsychologyCompetitive versus individualistic goal structures: The salience of past performance information for causal attributions and affect.
97 Citations1981Carole Ames, Russell Ames
Middle School JournalThe Transition to Middle Level Schools: Making it a Good Experience for all Students
50 Citations1992Carol Midgley, Tim Urdan