Self-Concept, Motivational Orientation, and Help-Seeking Behavior in Mathematics: A Study of Adults Returning to High School

By Sidsel Skaalvik, Einar M. Skaalvik. 2005

81 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fbe91d67dbdd33e3cd3a0d91d31db9d99c28a95f

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

University Instructors’ Achievement Goals for Teaching (2019, background): “…2007; Dickhäuser, Butler, & Tönjes, 2007), whereas their performance avoidance and work avoidance goals are related to perceiving help seeking as a threat (Dickhäuser et al., 2007; Skaalvik & Skaalvik, 2005; see also Karabenick, 2004, and Linnenbrink, 2005, for similar findings in students).”
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011, methodology): “The MASRL model also predicts that self-concept along with motivation should be related to MS. Skaalvik and Skaalvik (2005) found that self-concept in mathematics of adult students, which was related to their achievement through the school years, predicted their goal orientations, intrinsic…”
Academic self-efficacy and academic self-concept: Reconsidering structural relationships (2009, background): “…Skinner, Wellborn, & Connell, 1990), intrinsic motivation (Bandura, 1997; Skaalvik, 1997), the adoption of task and achievement goals (Bong, 2001; Skaalvik & Skaalvik, 2005), low anxiety levels (Skaalvik & Rankin, 1996; Zeidner & Schleyer, 1999) and academic achievement (Pintrich & Schunk, 1996;…”
Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance (2010, background): “For example, this study indicates that the extent to which students adopt mastery goals is primarily dependent on their self-perceived level of understanding and not on their academic self-efficacy or self-concept beliefs as previous research suggests (Pajares and Miller 1994; Skaalvik and Skaalvik ”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “…2000; Pekrun et al., 2009; E. Skaalvik, 1997) and heightened test anxiety, avoidance of help seeking, and self-handicapping (e.g., Elliot & McGregor, 2001; Middleton & Midgley, 1997; Midgley & Urdan, 2001; Pekrun et al., 2006, 2009; Shih, 2005; E. Skaalvik, 1997; S. Skaalvik & Skaalvik, 2005).”