Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases

By Jeanne M. Friedel, Kai S. Cortina, Julianne C. Turner, C. Midgley. 2007

300 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8f59c926a835d26131a347d65532a686f73cf378

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

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): “of lack of ability in comparison to others, then a performance goal orientation is more likely to be adopted by the students and, in turn, maladaptive coping and non-coping with negative academic experiences are more likely to occur (Friedel et al., 2007; Gonida et al., 2007).”
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, unknown): “example, classrooms in which teachers emphasize mastery of material rather than relative performance have students with greater interest in challenging themselves, greater interest in increasing their understanding, and higher achievement (Friedel et al. 2007; Meece et al. 2006; Roseth et al. 2008).”
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, background): “To date, only few studies have examined relationships between the perceived achievement goals of others and the students’ own personal achievement goals in specific achievement settings (Friedel et al., 2007; Gonida et al., 2009).”
Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? (2010, background): “…(Dorman, 2001; Friedel, Cortina, Turner, & Midgley, 2007; Middleton & Midgley, 1997), whereas performance-oriented classrooms have been found to be unrelated, positively related, and negatively related to self-efficacy (Friedel et al., 2007; Schunk, 1996; Wolters, Yu, & Pintrich, 1996).”
Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “Such gender differences are suggested to be attributed to boys perceiving a stronger emphasis from parents and teachers on performance and demonstrating ability, consistent with performance approach goals, and that girls tend to perceive a stronger emphasis from parents and teachers on learning and ”