Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools A Meta-Analysis and Narrative Review
By R. Rolland. 2012
130 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/cf9eb6395e2a59385d8b5dd455d35cc123c0aa4d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- E. Canrinus
- M. Fokkens-Bruinsma
- H. de Boer
- H. Korpershoek
- Rosemary Callingham
- H. Watt
- C. Carmichael
- Ulrich Schiefele
In Experimental and Cognitive Psychology
- Rosemary Callingham
- C. Carmichael
- E. Canrinus
- M. Fokkens-Bruinsma
- H. de Boer
- H. Korpershoek
- H. Watt
- Ulrich Schiefele
Citations in the corpus
- The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2019, background): “The importance of mastery goal oriented classrooms (instead of performance goal oriented classrooms) was also presented by Rolland (2012) in her meta-analysis on classroom goal structures (see also Fokkens-Bruinsma et al. 2018).”
- Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation (2017, background): “This focus probably facilitates mastery-oriented practices because these are beneficial for students’ self-concepts and motivation (e.g., Givens Rolland, 2012; Urdan & Schoenfelder, 2006).”
- Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education (2017, background): “While competence and autonomy are often tapped in studies of students’ engagement through environment factors such as classroom goal structures (e.g., Rolland, 2012), relatedness has received less attention.”
- Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, unknown): “There is ample evidence in the literature to claim that mastery goal structures are linked with more desired outcomes than performance goal structures (for a review, see Rolland, 2012).”