Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence

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 perce...

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Bibliographic Details
Published inContemporary educational psychology Vol. 28; no. 4; pp. 524 - 551
Main Authors Urdan, Tim, Midgley, Carol
Format Journal Article
LanguageEnglish
Published San Diego, CA Elsevier Inc 01.10.2003
Elsevier
Subjects
Biological and medical sciences
Educational psychology
Fundamental and applied biological sciences. Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Human
Affect affectivity
Academic achievement
Attitude
Secondary education
Personality
Student
Preadolescent
Motivation
Attitude change
Self efficacy
Transition
Primary school
Performance
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Summary: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.
ISSN:0361-476X
1090-2384
DOI:10.1016/S0361-476X(02)00060-7