Teacher Discourse and Sixth Graders' Reported Affect and Achievement Behaviors in Two High-Mastery/High-Performance Mathematics Classrooms

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Culturalizing Achievement Goal Theory and Research (2011, methodology): “…Turner, Meyer, Midgley, & Patrick, 2003), whose studies generally focus on demonstrating, through focused observations of classrooms, how students’ affect and self-regulation are more adaptive under a mastery-goal focus in the classroom than a performance-goal focus (e.g., Turner et al., 2003).”
Exploring the Contexts of Relationship Quality between Middle School Students and Teachers (2006, background): “The notion that students’ and teachers’ discourse affects their relationships with each other as well as students’ learning is not new (Turner et al., 1998, 2002, 2003).”
Teachers' Emotion Regulation and Classroom Management (2009, background): “These findings are consistent with evidence that a hallmark of an effective teacher is constructing a productive learning environment using humor and the expression of positive emotions, rather than a predominance of negative emotions ( Turner, Meyer, Midgley, & Patrick, 2003 ).”
Taiwanese Sixth Graders’ Achievement Goals and Their Motivation, Strategy Use, and Grades: An Examination of the Multiple Goal Perspective (2005, background): “…goals at the classroom level may be positively related to adaptive achievement-relevant processes and outcomes (Midgley et al., 2001), students may engage in avoidance behaviors in a context characterized by the same goal structures when self-worth becomes an issue (Turner et al., 2003).”