What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation

By M. Dowson, D. McInerney. 2003

348 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/506d955df1b2a588e652a13a50bda6c176419f54

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School (2012, background): “, [18]): whereas mastery goals (also called mastery orientation) are focused on learning and self-improvement, performance goals (also called performance orientation) represent a more general concern with demonstrating ability and trying to do better than (or to not appear worse than) others [19, 20”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, methodology): “Researchers have used a variety of methodologies in this work , including classroom observations ( Ames & Archer , 1988 ) , interviews ( Dowson & McInerney , 2003 ) , and ques - tionnaire - based studies .”
Seventh Graders' Motivations for Participating in Two Discussion‐Oriented Mathematics Classrooms (2006, background): “Because there is limited research on students’ motivation in reform-oriented mathematics settings (Middleton & Spanias, 1999), I took an inductive approach and analyzed the content of students’ motivations by examining their talk during interviews, following the work of Dowson and McInerney (2003).”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “For example, Martin et al. (2007) found relationships with teachers had the most impact on students’ mastery and avoidance goals, and Dowson and McInerney (2003) found that parents may have the most impact on students’ social goals.”
Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals (2006, background): “The significance of non-academic personal goals (social and wellbeing goals) with learning and performance goals is rapidly gaining momentum (Juvonen & Wentzel, 1996; Lemos, 1999; Boekaerts, 2002; Dowson & McInerney, 2003; Boekaerts & Corno, 2005).”
Studying for the sake of others: the role of social goals on academic engagement (2012, methodology): “Social responsibility goals as defined in this study have rarely been studied in the literature although the results of our study corroborate the qualitative findings of Dowson and McInerney (2001, 2003).”
Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem (2007, neutral): “…self-report — and so the generalisability of findings needs to be tested using other methodologies and validated with other measures, including achievement, interviews and structured observation to name a few (e.g., see Dowson & McInerney, 2003; Martin, Marsh, Williamson, & Debus, 2003).”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “At the macrolevel, it is well documented that differences in cultural-educational and societal values are reflected in levels of achievement motivation and social responsibility goals (Dowson & McInerney, 2003; Urdan & Maehr, 1995).”
Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? (2010, background): “The Interactivity of Multiple Goals Generally, four possibilities of interrelationship between goals can be distinguished (see also Dowson & McInerney, 2003; Kruglanski et al., 2002).”