How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition

By L. Gutman. 2006

182 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/788daa179cc2d28b9f299ccf3a05dbf540ffea3d

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. (2009, background): “…& Midgley, 1999; Kumar, 2006; Ryan, Gheen, & Midgley, 1998; Ryan & Patrick, 2001; Turner et al., 2002; Urdan, Midgley, & Anderman, 1998) or measuring personal achievement goals but conducting separate sets of analyses for classroom goal structures and personal achievement goals (Gutman, 2006).”
How Do Teachers Support Students’ Motivation and Learning in Their Classrooms? (2011, background): “Somewhat surprisingly, however, there has been much less attention to goal orientations in high school populations, and it is less clear, therefore, what might be hypothesized for this age group (cf. Morrison, 2006).”
Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools A Meta-Analysis and Narrative Review (2012, background): “Second, because low-income, urban, and minority students are known to be at risk for relatively lower academic achievement and decreased engagement in comparison to their peers (Gutman, 2006), students’ race, socioeconomic status, and school community are included as potential moderators.”
African Americans and Boys : Understanding the Literacy Gap, Tracing Academic Trajectories, and Evaluating the Role of Learning-Related Skills. (2010, background): “Critical thinking skills and mastery goal setting also played a similar role for adolescent African American students (Gutman, 2006).”
Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, background): “Secondly, adolescents are particularly vulnerable to the acceptance or influence of their peers—even peers outside their immediate group of friends or the students enrolled in their classes (Gutman, 2006; Tyson, 2011).”
The effects of diaries on self-regulation strategies of preservice science teachers (2010, result): “The results are consistent with the literature on the relationship between motivation strategies such as intrinsic motivation, task value and goal orientation and academic achievement (Bong, 2004; Gutman, 2006; Esler & Kohavi, 2003).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “…have assessed classroom and school goal structures without differentiating between approach and avoidance dimensions (Ames & Archer, 1988; Gutman, 2006; Patrick, Anderman, Ryan, Edelin, & Midgley, 2001; Roeser, Midgley, & Urdan, 1996; Ryan, Gheen, & Midgley, 1998; Ryan & Patrick, 2001;…”
Performance-Approach Goal Effects Depend on How They Are Defined: Meta-Analytic Evidence From Multiple Educational Outcomes (2017, background): “…was sometimes due to the same participants completing either (a) the same goal and outcome measures multiple times in a longitudinal study (e.g., Gutman, 2006), (b) the same goal and/or outcome measure separately for different classes (e.g., Vogler & Bakken, 2007), or (c) multiple measures…”
Perceptions of parent goals and their contribution to student achievement goal orientation and engagement in the classroom: Grade-level differences across adolescence (2007, background): “ Gutman (2006) also provided evidence about the positive role of mastery goals that African American parents emphasize to their children.”
Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence (2009, background): “,1998), and (iii) at the parent level (Friedel et al., 2007; Gonida et al., 2007; Gutman, 2006).”
Changes in Efficacy Beliefs in Mathematics Across the Transition to Middle School: Examining the Effects of Perceived Teacher and Parent Goal Emphases (2010, background): “Some have suggested that the goals children perceive teachers to emphasize can ameliorate the declines typically experienced as children transition to higher grade levels (Gutman, 2006; Meece, Anderman, & Anderman, 2006; Urdan & Midgley, 2003).”