Relations of learner-centered teaching practices to adolescents’ achievement goals

By J. Meece, P. Herman, Barbara L. McCombs. 2003

141 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/3623d021960bb6c18709d028b263346c98a36fe0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Kelly-Ann Allen
2. Lynley H. Anderman
3. Christopher D. Slaten
4. Gökmen Arslan
5. Eric M. Anderman
6. S. Roffey
7. D. Vella‐Brodrick
8. J. Meece

In Experimental and Cognitive Psychology

1. Lynley H. Anderman
2. Eric M. Anderman
3. S. Roffey
4. Gökmen Arslan
5. Kelly-Ann Allen
6. D. Vella‐Brodrick
7. J. Meece
8. R. Rolland

Citations in the corpus

• Classroom goal structure, student motivation, and academic achievement. (2006, background): “Therefore, it is the students' subjective perceptions that are most critical for understanding achievement-related patterns in the classroom (Ames 1992a, Meece et al. 2003, Ryan & Grolnick 1986).”
• School Belonging: The Importance of Student and Teacher Relationships (2021, background): “Researchers have found that these teaching practices increase mastery and performance goals in adolescents, and promote motivation and academic engagement (Meece, 2003; Meece, Herman, & McCombs, 2003).”