Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate.

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Mathematics anxiety and coping strategies among middle school students: relations with students’ achievement goal orientations and level of performance (2018, background): “This theoretical framework suggests that students have different reasons for engaging or not engaging in learning activities (Ames 1992; Patrick et al. 2011; Wolters 2004).”
The role of multilevel synergistic interplay among team mastery climate, knowledge hiding, and job characteristics in stimulating innovative work behavior (2017, background): “Under mastery climate conditions, individuals often tend to care more about doing well, are more involved in the work (Patrick et al., 2011), and are likely to react positively to a high task-autonomy setting.”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, neutral): “Additionally, prior research suggests that students are more likely to lose confidence and interest, and withdraw efforts, when the task exceeds their abilities (Patrick, Kaplan, & Ryan, 2011).”