Achievement Goal Theory, Conceptualization of Ability/Intelligence, and Classroom Climate

By Eric M. Anderman, H. Patrick. 2012

170 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/959461487f6a118784cb289bd484970dbacc6a07

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “…2009), creating meaningful activities in school (Fredricks et al., 2004), providing support for student autonomy (Reeve, Jang, Carrell, Jeon, & Barch, 2004) and providing masteryoriented learning environments rather than performance-oriented learning environments (Anderman & Patrick, 2012).”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “The idea of student initiative is perhaps most aptly described by the work of Reed Larson (2000), although its tenets are readily apparent in the educational psychology literature on achievement motivation (e.g., Anderman & Patrick, 2012; Voelkl, 2012).”
Exploring Engagement in Tasks in the Language Classroom (2016, background): “Anderman and Patrick (2012) suggested that for this reason it needs to be explored through context-specific research, through observation of students in action, that is, in the classroom context, actually working on tasks in class.”
Teachers’ accounts of learners’ engagement and disaffection in the language classroom (2020, background): “When Anderman and Patrick (2012) commented that engagement is best studied in the context where it occurs, they meant studying how learners engage with learning activities in the classroom, but the same principle of context-specific enquiry could also be understood as the need to investigate engagem”
Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “We draw on Fredricks, Blumenfeld, and Paris’s (2004; see also Anderman & Patrick, 2012; Bobis et al., 2011; Martin, 2012; Schunk & Mullen, 2012) demarcation of engagement into behavioral, affective, and cognitive dimensions.”
The Challenges of Defining and Measuring Student Engagement in Science (2015, background): “Furthermore, students who set mastery goals are likely to engage in deeper learning strategies than performancegoal-oriented students (in particular, performance avoid) who tend to use more surface-level strategies (Anderman & Patrick, 2012).”
Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression (2018, background): “Engagement is best explored in context-specific research that includes observations of students working with activities in classrooms (Anderman & Patrick, 2012).”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “As stated by Anderman and Patrick (2012), in mastery-oriented classrooms, student engagement is expected to be at higher levels, from both theoretical and practical perspectives.”
Studying Triggers for Interest and Engagement Using Observational Methods (2015, unknown): “…Gresalfi, 2009) or family (e.g., Bempechat & Shernoff, 2012; Raftery, Grolnick, & Flamm, 2012), and their influence on achievement motivation (e.g., Anderman & Patrick, 2012), identity (e.g., Crick, 2012), mind-set (e.g., Brooks, Brooks, & Goldstein, 2012), motivation (e.g. Schunk & Mullen, 2012),…”
The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement (2016, background): “The approach-avoidance distinction was constructed ‘to explain how the motive to achieve and the motive to avoid failure influence behaviour in a situation where performance is evaluated against some standard of excellence’ (Atkinson, 1957, p. 371). The avoidance goals were commonly reported to have”