Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence

By Tim Urdan, C. Midgley. 2003

380 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c44b9e30b2dc45ac5ec51f1405aaad078046eace

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Within-Grade Changes in Korean Girls' Motivation and Perceptions of the Learning Environment Across Domains and Achievement Levels. (2005, background): “Transition studies also showed that students tend to perceive an increased focus on performance goals and a decreased focus on mastery goals in their middle school environment (Anderman & Midgley, 1997; Urdan & Midgley, 2003).”
Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs (2006, background): “Further, Urdan and Midgley (2003) found that when students moved from the last year of elementary school into middle school, a particularly negative pattern of motivational, affective, and achievement outcomes was associated with a perceived decrease in the mastery goal structure of the classroom…”
Development and Validation of an Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning (2011, background): “In addition, students who perceive the teacher as emphasising learning goals are more inclined to use adaptive cognitive, emotional, and behavioural regulatory strategies (Ames & Archer, 1988; Kaplan & Midgley, 1999; Newman, 1998; Ryan, Gheen, & Midgley, 1998; Urdan & Midgley, 2003).”
Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders (2008, background): “…a congruence of individual motivational goal structures and the goal structures which are predominant in the learning environment have a favorable effect on the learning process (Ames 1981; Ames 1984; Anderman et al. 2002; Urdan and Midgley 2003), then these results are perfectly understandable.”
Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols (2012, background): “Although there is also some disagreement in the literature regarding whether self-regulation is a trait or contextualized skill, research has shown that self-regulation can and often does vary across contexts as well as tasks within specific contexts [8–11].”
Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students (2008, methodology): “A six-item self-efficacy scale from the Patterns of Adaptive Learning Scale (PALS) was used to assess students’ confidence for learning and performing in specific academic content areas (Urdan & Midgley, 2003).”
Influence of Student-Teacher and Parent-Teacher Relationships on Lower Achieving Readers' Engagement and Achievement in the Primary Grades. (2007, background): “Among the other contextual features of classrooms known to influence student engagement are classroom goal structure (for review, see Urdan & Midgley, 2003), classroom task structures (Simpson & Rosenholtz, 1986), teacher frame of reference (Marsh & Craven, 2002), and peer acceptance (Ladd et al.,…”