The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study.

By Julianne C. Turner, C. Midgley, D. K. Meyer, Margaret H. Gheen, Eric M. Anderman, Yong-Hee Kang, H. Patrick. 2002

682 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7e510289cd7def4b909b34431a932f8ce607b6ad

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 Social Psychology

Citations in the corpus

Promoting effective helping behavior in peer-directed groups (2003, background): “Teachers often modeled a form of instructional discourse described as Initiation–Response–Evaluation (I–R–E; Mehan, 1985; Turner et al., 2002).”
Effects of Parent-Child Relationships and Classroom Goal Structures on Motivation, Help-Seeking Avoidance, and Cheating (2008, background): “Perceived mastery goal structures in the environment typically predict positive outcomes, such as greater effort and persistence, less procrastination, more frequent use of cognitive and metacognitive strategies (Wolters, 2004), decreased help-seeking avoidance and self-handicapping (Ryan, Gheen, & ”
How Do Students' Mastery and Performance Goals Relate to Math Anxiety?. (2011, background): “By modeling their own thinking processes, educators can demonstrate that being unsure, learning from mistakes, and asking questions are a natural and necessary part of learning (Turner et al., 2002).”
Facilitating motivation in young adolescents: Effects of an after-school program ☆ (2007, background): “This stance, referred to as teacher scaffolding (Meyer, 1993; Turner et al., 1998, 2002) allows students to practice evidence based reasoning, a skill valued in school activities, and ownership of ideas in the context of a caring, involved learning environment.”
Teacher and student intrinsic motivation in project-based learning (2009, background): “In fact, some researchers (e.g., Furrer and Skinner 2003; Skinner and Belmont 1993; Turner et al. 2002; Wentzel 1997) have shown that teachers’ caring attitudes or students’ feelings of relatedness to teachers can predict student motivation.”
Effects of Collaborative Learning in Math on Sixth Graders’ Individual Goal Orientations from a Socioconstructivist Perspective (2006, methodology): “Although previous research has documented the effects of class- room-level variables on students’ goals using HLM analyses (see Turner et al., 2002, and Urdan, Midgley, & Anderman, 1998, for examples), this study is unique in that I used the peer learning group as the unit of hierarchical analysis…”
Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership (2004, background): “Scaffolding plays an important role in supporting cognitive autonomy (Brown, Ash, Rutherford, Nakagawa, Gordon, & Campione, 1993; Turner & Meyer, 1999; Turner et al., 2002).”
Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs (2006, background): “Turner et al. found that students perceived a mastery goal structure in classrooms where teachers placed high academic demands on students and consistently offered their students motivational, emotional, and social support during instruction (Turner et al., 2002).”
Working memory, math performance, and math anxiety (2007, background): “In an important study of math teachers' approaches to teaching, Turner et al. (2002) showed how students with an unsupportive, " cold " teacher avoid in-school behaviors (making eye contact with the teacher, going to out-of-class help sessions).”