Beyond Motivation: Middle School Students' Perceptions of Press for Understanding in Math

By Michael J. Middleton, C. Midgley. 2002

131 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/381a7b4a454f0a16104f15ff8997e5ab3c9bf532

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

What makes lessons interesting?: The role of situational and individual factors in three school subjects (2008, background): “That being said, cognitive autonomy differs from a perceived expectation or standard in the classroom to perform well or to learn harder (cf. academic press for understanding, Middleton & Midgley, 2002).”
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students (2011, unknown): “Using this scale, Middleton and Midgley (2002) found that student perceptions that their teachers pressed them for understanding were related to their self-regulation and academic self-efficacy.”
Math Achievement in Early Adolescence (2009, background): “The authors also propose that academic behaviors of students may be specifically shaped by classroom demands where teachers place high-academic demands and offer students support during instruction, as appears to be the case in math classrooms (Middleton & Midgley, 2002; Turner et al., 2002).”
How Do Teachers Support Students’ Motivation and Learning in Their Classrooms? (2011, background): “Students’ perceptions of the press for understanding have been associated with their self-regulation and self-efficacy and inversely with avoidance behaviors (Middleton & Midgley, 2002), and, when accompanied by good instructional practices, with greater student thoughtfulness (Blumenfeld, 1992b).”
Exploratory Orientation as an Educational Goal (2006, background): “For example, several researchers (e.g., Blumenfeld, 1992; Blumenfeld, Puro, & Mergendoller, 1992; Meece, 1991; Middleton & Midgley, 2002) argue that, in addition to mastery goals orientation, there is a need for press for understanding, or demands for higher order thinking, to facilitate the level…”
Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership (2004, background): “The descriptions of the practices of these last two teachers share many of the qualities of teaching a press for understanding (Middleton & Midgley, 2002) and the ideas of Turner et al. (2002) on instructional support in terms of negotiation and scaffolding.”
Predicting Achievement in Mathematics in Adolescent Students (2013, background): “…and mastery goal consistently related to how their adolescent students engaged in academic work, coped with academic difficulty, and academic achievement (Fast et al., 2010; Goodnow, 1993; Kaplan & Midgley, 1999; Middleton & Midgley, 2002; Patrick, Ryan, & Kaplan, 2007; Urdan & Midgley, 2003).”
Exploring the Contexts of Relationship Quality between Middle School Students and Teachers (2006, background): “Moreover, work by Middleton and Midgley (2002) on the motivational consequences of teachers’ press for understanding suggested that teachers may experience relational benefits from incorporating instructional strategies and engaging in interactions that exert a press for understanding.”
Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate. (2011, background): “Other studies have shown the importance of teachers’ pedagogical competence (Brophy, 2004; Miller & Murdock, 2007; Patrick & Ryan, 2009), such as using active approaches (Meece, 1991), academic press (Middleton & Midgley, 2002), and scaffolding (Turner et al., 1998) for student motivation.”
A Classroom Perspective on the Principle of Moderate Challenge in Mathematics (2004, background): “Thus, pressing for understanding appears to be a feature of instruction that needs to be embedded within a positive affective climate, but which is distinct from it (see also, M. J. Middleton, 2001).”
Performance-approach goals: good or bad forms of regulation? (2003, unknown): “…and Elliot (2002) (Study 1); T=McGregor and Elliot (2002) (Study 2); U=McGregor and Elliot (2002) (Study 3); V=Middleton and Midgley (1997); W=Middleton and Midgley (2002); X=Midgley and Urdan (2001); Y=Pajares (2001); Z=Pajares and Valiante (2001); AA=Pajares, Britner, and Valiante (2000)…”