Buffering against performance classroom goal structures: The importance of autonomy support and classroom community.

By Keith D. Ciani, Michael J. Middleton, Jessica J. Summers, Kennon M. Sheldon. 2010

148 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6eb0f8e884f69845a01559dcc6afc1f24c7e3b31

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Effects of Autonomy-Supportive Teaching on Student Learning and Motivation (2012, background): “When choice cannot be provided [teachers] take their [students’] perspective (“I know you may not be crazy about doing this”) and also provide a meaningful rationale for the activity (Ciani, Middleton, Summers, & Sheldon, 2010 , p.”
Achievement goals in educational contexts: A social psychology perspective (2012, unknown): “…goals (e.g., Anderman & Midgley, 1997; Kim et al., 2010; Luo ª 2012 Blackwell Publishing Ltd Social and Personality Psychology Compass 6/10 (2012): 760–771, 10.1111/j.1751-9004.2012.00457.x et al., 2011; Roeser et al., 1996) and sometimes with a reduction of mastery goals (Ciani et al., 2010).”
Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012, background): “Indeed, Ciani et al. (2010) went so far as to argue—inappropriately—that”
Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes (2010, result): “Similar findings were recently reported by Ciani et al. (2010) who found that a performance classroom structure was no longer negatively related to students’ mastery goal orientation when students experienced their teachers as autonomy-supportive, presumably because the performance environment was e”
Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools A Meta-Analysis and Narrative Review (2012, background): “, 2006), whereas other research has found that elements such as classroom community and autonomy support buffered against the negative effects of perceived performance structures in the classroom on students’ mastery goals (Ciani et al., 2010).”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “In addition, both personal goals and classroom goal structures are seen as predictors of a number of social, affective and cognitive consequences on an individual and at group level (e.g., Urdan and Schenfelder 2006; Ciani et al. 2010; Polycroni et al. 2012).”