Using Multiple Methods to Assess Students' Perceptions of Classroom Goal Structures

By Tim Urdan. 2004

178 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c3d32a2f09a8d814a8a4421e5fd5fc3624b3ef9c

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs (2006, background): “For example, Urdan (2004a) and Wolters (2004) found that there was a greater variety in students’ perceptions of the classroom goal structure within the same classroom than there was between different classrooms.”
Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? (2017, unknown): “…to succeed at university; Dompnier, Darnon, & Butera, 2009) to not competence-relevant (e.g., to gain respect from others; Urdan & Mestas, 2006), and from intrapersonally-evoked (e.g., a desire to experience pride; Urdan, 2004a) to environmentally-evoked (e.g., a teacher demand; Wolter, 2004).”
Cognitive Processing of Self-Report Items in Educational Research: Do They Think What We Mean? (2007, background): “Nevertheless, issues remain regarding the basis of students’ judgments, including evidence concerning the congruence between students’ perceptions of the classroom and the observations of researchers (Patrick, 2004; Urdan, 2004; Urdan et al., 1999).”
Effects of Autonomy-Supportive Teaching on Student Learning and Motivation (2012, background): “For example, in a multimethod study on teachers’ goal orientations and their instructional practices, Urdan ( 2004 ) videotaped classroom situations and then selected scenes in which—from the researcher's point of view—teachers displayed behaviors that were highly significant with regards to the cla”
Modeling latent true scores to determine the utility of aggregate student perceptions as classroom indicators in HLM: The case of classroom goal structures (2007, background): “Some goal theorists have hinted that students are unable to separate their personal feelings about their teachers from their teacher’s behavior (Urdan, 2004).”
Promotion of students’ mastery goal orientations: does TARGET work? (2014, methodology): “But given the research findings, fostering a MGO in the classroom by teachers seems to be not a simple task (Urdan, 2004).”
Seventh Graders' Motivations for Participating in Two Discussion‐Oriented Mathematics Classrooms (2006, background): “These results highlight the importance of using a range of methods to study students’ motivation, following Urdan (2004).”
Students’ academic performance and various cognitive processes of learning: an integrative framework and empirical analysis (2010, background): “In particular, in the area of achievement goals research has emphasised the structuring of a classroom social milieu that makes mastery and performance-approach goals salient (Ames, 1992; Maehr & Midgley, 1996; Urdan, 2004).”
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms (2018, background): “…effects of students' perceptions of classroom mastery goal structure on students' competence beliefs (Wolters, 2004), positive affect (Kaplan & Midgley, 1999; Roeser, Midgley, & Urdan, 1996), interest (Schiefele & Schaffner, 2015; Urdan, 2004), and mathematics task value (Lazarides & Watt, 2015).”
Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils? (2012, background): “Nevertheless, future research should use longitudinal designs as well as multiple perspectives and multiple methods such as teacher interviews or classroom (video) observations (objective classroom variables) to validate findings based on pupils’ perceptions (Urdan, 2004).”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “Urdan (2004b) found that 25% of elementary and middle school students were motivated by performance goals during various class activities.”
The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis (2012, background): “A classroom learning climate emphasizing the saliency of personal competence and individual growth (Ames, 1992; Middleton & Midgley, 1997; Urdan, 2004), rather than normative evaluation and social comparison may serve to stimulate children’s thinking and engagement in deep learning.”
The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. (2009, methodology): “Furthermore, some studies have focused exclusively on the path from goal structure to personal goal (E. M. Anderman & Midgley, 1997; E. M. Anderman & Young, 1994; Middleton, Gheen, Midgley, Hruda, & Anderman, 2000; Urdan, 2004c; Urdan & Midgley, 2003; Young, 1997).”
The Role of Epistemic Beliefs in Self-Regulated Learning (2007, background): “This does not suggest that external contexts do not influence any of the processes or components included in this model; rather, research has demonstrated that context does influence the phases of self-regulated learning (Pintrich, 2000) as well as various motivational facets (e.g., Kaplan & Midgley”