The Study of the Relationship between the cognitive goal structures of the Classrooms with the University Students’ Personal mastery Goal Orientation

Subject Areas : Educational Psychology

Rahim Badri Gharghari ¹ (استادیار گروه علوم تربیتی دانشگاه تبریز)
Javad Mesrabadi ² (استادیار گروه علوم تربیتی دانشگاه تربیت معلم آذربایجان)
Shahram vahedi ³ (استادیار گروه علوم تربیتی دانشگاه تبریز)

Received: 2016-04-09 Accepted : 2016-04-09 Published : 2010-07-23

Keywords: achievement goal orientation, mastery goal orientation, Classrooms’ goals structures,

Abstract :

This research was conducted to study the relationship between the classrooms goal structures and mastery goal orientation of university students. The subjects were 187 undergraduate students, including 73 males and 114 females, selected through ratio stratified sampling from Education, Social Science and Literature Departments of Azad Islamic Tabriz University. Data was gathered through survey of Blackborns’ Classroom Goal Structures and Bofard & etal.Academic Goal Orientation Questionnaire. The results showed that the interesting and motivated survey class homewoark was the most important predictive factor of students’ mastery goal orientation. In addition, it founded that 19% of the variance of mastery goal orientation was accounted by linear combination of motivated classhomework and mastery evaluation. Data have be analyzed by multiple regression (stepwise) and path analysis.

References:

دلاورپور، محمد آقا(1387). پیش بینی آگاهی فراشناختی و پیشرفت تحصیلی
          بر اساس جهت گیری هدف پیشرفت، فصلنامه روانشناسی دانشگاه تبریز،
          شماره 9، 65-91.

حاجی یخچالی، علی رضا، حقیقی، جمال، شکر کن، حسین(1380). بررسی ساده و
          چندگانه پیشایند های هدف گرایی تبحری و رابطه آن با پیامد های
          برگزیده اش در دانش آموزان پسر سال اول دبیرستان های اهواز،
          مجله علوم تربیتی و روانشناسی دانشگاه شهید چمران اهواز، شماره های
          1 و 2، ص ص 30 – 11.

حقیقی، جمال، دامغانی میر محله، معصومه و شکر کن، حسین(1384). رابطه
          پیشایندهای مهم با هدف گرایی تبحری وارتباط این متغیر با
          پیامدهای برگزیده اش در دانش آموزان  دخترسال اول
          دبیرستانهای اهواز، مجله علوم تربیتی و روانشناسی دانشگاه شهید چمران
          اهواز، شماره ی 1 ص. ص 87-110.

کیامنش، علیرضا(1374). ارزیابی آموزشی، تهران: انتشارات پیام نور.

مانلی، برایان، اف. جی.(1373). آشنایی باروش های آماری چند متغیره. ترجمه
          محمد مقدم، سید ابوالقاسم محمدی شوطی ومصطفی آقایی سربرزه. انتشارات
          پیشتازعلم.

Anderman, L. (1999). Classroom goal orientation and social goals and as predictors of students’ positive and negative affect following the transition to middle school. Journal of Research and development in Education, 32, PP 89 – 103.

Anderman, L., Midgley, C. (1997). Changes in achievement goal orientations, percieved academic competence, and grades across the transition to middle school. Contemporary Educational Psychology, 22, PP 269 – 298.

Ames, C. (1992). Classrooms’ goals structures and student motivation. Journal of Educational Psychology, 84, pp 261 – 271.

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: student’s learning strategies and motivation processes. Journal of Educational Psychology, 80, pp 260 – 267.

Bllumenfield, P.C. (1992).Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, pp 272 – 281.

Brock, L., Nishida, T, Chiang, S., Grimm, K., & Rimm–Kaufman, S. (2008).Children’s perceptions of the classroom environment and social and acodemic performance. Journal of School Psychology, 46, pp 129 – 149.

Deci, E., Schwartz, A., Sheinman, L. & Ryne., R. (1981). An instrument to assess adult’s orientatios toward control versus autonomy with children: Reflections on intinsic motivation and percieved competence. Journal of Educational Psychology, 73, PP 642 – 650.

Deci, E. & Ryan, R. (2000).The what and why of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11, pp 227-268.

Elliot, A. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, pp 169 – 189.

Elliot, A., & McGregor, H. (2001). A 2×2 achievement goal framework, Journal of Personality and Social Psychology, 30, pp 951 – 971.

Garcia - Cepero, M. (2008).The enrichment traid model: Nurturing creativity – productivity among college students. Innovations in Education and Teaching International. Vol. 45, No. 3, pp 295-302.

Green, B., Miller, R., Crowson, H., Duke, B., & Akey, K. (2004). Predicting  high school students’ cognitive engagement and achievement. Contemporary Educational Psychology, 29, pp 469-482.

Harackiewicz, J., Barron, K., Tauer, S., Carter, S. & Elliot, A. (2000). Short – term and longterm consequences of achievement goals in college: Predicting continued interest ond performance overtime. Journal of Educational Psychology, 92, pp 316 – 330.

Hulleman, C., Durik, K., Schweigert, S., & Harackiewicz, J. (2008).Task values, achievement goal and interest: On integrative analysis. Journal of Educational Psychology, 100, pp 398 – 416.

Lau, K-L., Lee, C. (2008). Validation of a Chinese achievement goal orientation questionaire. The British Psychological Society, pp 78, 331 – 353.

Lau, S., Nie, Y. (2008).Interplay between personal goalsand classroom goals structures in predicting student outcomes. Journal of Educational Psychology, 100, pp 15-29.

Liem, A., Lau, S., & Nie, Y. (2008).The role of self- efficacy, task value and achievement goal in predicting lerning strategies, task engagement, peer relationship and achievement outcome. Contemporary Educational Psychology, 33, pp 486 – 512.

Linnenbrink, E.A.(2005).The dilemance of performance –approach goals: The use of multiple goal contexts to promote students’ motivation and learning.Journal of Educational Psychology, p7, pp 197 – 213.

Maehr, M. and Midgley, C. (1996).Enhancing student motivation: A school – wide approach. Educational Pschologist, 26, pp 399 – 427.

Meece, J. (1991). The classroom context and students’ motivational
goals. Advances in Motivation and Achievement, 7, pp 261 – 286.

Midgley, C., Kaplan, A., and Midelton, M. (2001). Performance –approach goal: Good for what, for whom, under what circumstances and what costs? Journal of Educational Psychology, 93, pp 77 – 88.

Patrick, H. and Ryan, A. (2008). What do students think about when evalueting their classropoms mastery goal structures? The Journal of Experimental Education, 77, pp 99 – 123.

Pintrich, P. (2003). A motivational science perspective on the role of student motivation. Journal of Educational Psychology, 95, pp 667-686.

Pintrich, P., Schunk, D. (2002). Motivation in education: Theory, research & application. New Jersy: Johnston.

Pintrich, P., Conley, M. & Kempler, L. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, PP 319 – 337.

Ryan, R. M. (2001). The peer group as a context for the development of young adollescent motivation and achievement. Child ِDevelopment, 72, pp 1135-1150.

Roeser, R., Midgley, C., &Urdan, T. (1996). Perceptions of the school psychological climate and early adolescents’ psychological and behavioral functioning in school: the mediating role of goals and belonging. Journal of Educational Psychology, 88, PP 408 – 422.

Tabachnick, S., Miller, R & relyea, G. (2008). The relationships among  students future – oriented goals and subgoals’ percieved task insrumentality and task – oriented self –regulation strategies in a academic environment. Journal of Educational Psychology, 100, pp 629 – 642.

Taylor, L. & Ntoumanis, N. (2007). Teacher motivational strategies and student self – determination in phsical education. Journal of Educational Psychology, 99, pp 747 – 760.

Tsai, Y – M., Kunter, M., Ludke, O., Trautwein, U. and Ryan, R. (2008).What makes lessons interesting? Journal of Educational Psychology, 100, pp 460 – 472.

Turner, J., Midgley, C., Meyer, D., Gheen, M & Kang, Y. (2002). he classroom environment and student reports of avoidance strategies in matematics: A multimethod study. Journal of Educational Psychology, 94, pp 88 – 106.

Urdan, T. & Schoenfelder, E. (2006).Classroom effects on student motivation: Goal structures, social relationships and competence beliefs. Journal of School Psychology, 44, pp 331 – 349.

Valinnt, C., Lemery – Chalfant, K., Swanson, J. & Reiser, M. (2008).Prediction of children’s academic competence from their effortful control, relationships and classroom participation. Journal of Educational Psychology, 100, pp 67 – 77.

Wentzel, K.R. (1998). Social relationships and motivation in middle school: The role of parents, teachers and peers. Journal of Educational Psychology, 90, pp 202-209.

Wolters, C. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict student’ motivation, cognition and achievement. Journal of Educational Psychology, 96, pp 239 – 250