Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs

By Tim Urdan, Erin N. Schoenfelder. 2006

876 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7f9785cd419bc430f4a2862807351e57d4955c15

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Peter Effect Revisited: Reading Habits and Attitudes of College Students (2014, background): “Thus, it appears that active approaches to reading education, approaches that release more responsibility to students for choosing and exploring what they read, are more likely to be associated with enthusiastic readers (Daisy, 2010; Patall, Cooper, & Wynn, 2010; Urdan & Schoenfelder, 2006).”
Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation (2017, background): “…is empirically corroborated by the demonstrated contributions of (1) teacher motivation to the use of instructional practices and of (2) instructional practices to facets of student motivation (e.g., Fauth et al., 2014b; Kunter, Baumert et al., 2007; Urdan & Schoenfelder, 2006; Urdan, 2010).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Social cognitive theory is also frequently applied to school climate research when examining the achievement goal structure (Meece et al. 2006; Urdan and Schoenfelder 2006).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, positive): “…avoidance dimensions (Ames & Archer, 1988; Gutman, 2006; Patrick, Anderman, Ryan, Edelin, & Midgley, 2001; Roeser, Midgley, & Urdan, 1996; Ryan, Gheen, & Midgley, 1998; Ryan & Patrick, 2001; Turner et al., 2002; Urdan & Midgley, 2003; Urdan, Midgley, & Anderman, 1998; Urdan & Shoenfelder, 2006).”
State of the art – teacher effectiveness and professional learning (2014, positive): “…educational psychology, and tends to confirm much of the research on classroom climate in terms of the importance of developing goal structures at classroom level that encourage mastery rather than performance goals in the individual student (Maruyama & Elliott, 2012; Urdan & Schoenfelder, 2006).”
Student Personal Perception of Classroom Climate: Exploratory and Confirmatory Factor Analyses (2010, background): “…or dimensions of classroom climate have been linked to student motivation (A. Anderson, Hamilton, & Hattie, 2004; Church, Elliot, & Gable, 2001; Urdan & Schoenfelder, 2006; Wentzel, 1997), student engagement in class activities (Furrer & Skinner, 2003; National Institute of Child Health and…”
Students' Classroom Engagement Produces Longitudinal Changes in Classroom Motivation. (2014, background): “…include the provision of mastery-oriented learning climates (e.g., those that emphasize and recognize progress and improvement, Ames & Archer, 1988; Urdan & Schoenfelder, 2006), personality dispositions (e.g., growth mindset, Dweck & Leggett, 1988; need for achievement, Elliot & Church, 1997), and…”
Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “Classroom Interaction and Student Engagement SE and academic achievement are often viewed as individual attributes more than outcomes of teachers’ support or teaching structures (Urdan & Schoenfelder, 2006).”