Teachers' Communication of Goal Orientations in Four Fifth-Grade Classrooms

By H. Patrick, Lynley H. Anderman, Allison M. Ryan, Kimberley C. Edelin, C. Midgley. The Elementary school journal, 2001

327 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/631ae5c20eefb5c620eef376afd3e7a87e874462

How researchers see this paper

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

In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Goal Structures: The Role of Teachers’ Achievement Goals and Theories of Intelligence (2013, background): “Teachers with performance-approach goals are more likely to adopt views that “good teaching” is demonstrated by their students’ observable performances on measures (Patrick et al., 2001; Turner et al., 2003), such as standardized tests of achievement, placement in advanced classes, or distinctions f”
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention (2005, unknown): “…shapes, even develops, the SR process in the service of learning and achievement goals and that, consequently, measurement instruments should capture the quality of social interactions as they evolve in classrooms (e.g. McCaslin & Good, 1996; Patrick, Anderman, Ryan, Edelin, & Midgley, 2001).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “In contrast, students seem quite able to delineate mastery and performance classroom goal structures (e.g., Patrick et al., 2001; Wolters, 2004).”
Formative Assessment Techniques to Support Student Motivation and Achievement (2010, unknown): “Teachers promote mastery goals by evaluating student progress, providing students opportunities to improve, treating mistakes as part of the learning process, varying evaluation methods, and making evaluation private ( Ames 1992 ; Patrick et al.”
Achievement Goal Theory and Affect: An Asymmetrical Bidirectional Model (2002, background): “are not simultaneously emphasized (Patrick et al., 2002).”
Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate. (2011, background): “…and dimensions of the classroom social environment, particularly teacher support (Patrick et al., 2001; Patrick et al., 2003; Turner et al., 2002), respect (Miller & Murdock, 2007; Murdock et al., 2001; Patrick et al., 2001, 2003), and promoting interaction among students (Patrick et al., 2001).”
How Does Motivation Develop and Why Does It Change? Reframing Motivation Research (2008, unknown): “Again, this characterizes some of our research too (eg, Patrick, Anderman, Ryan, Edelin, & Midgley, 2001 ; Turner et al, 2002 ).”