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Relationship of Classroom Goal Structures to Chinese Miao and Han Students' Goal Orientations and Mathematics Achievement
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Guo, Meng; Hu, Xiang – Asia-Pacific Education Researcher, 2022
This study examines the relationship between classroom goal structures, student goal orientations, and mathematics achievement in China and compare the pattern of relationship between Chinese Miao and Han students. Data on 532 Chinese students (including 211 Han and 321 Miao students) were analyzed using structural equation models. The results of…
Descriptors: Foreign Countries, Goal Orientation, Ethnic Groups, Mathematics Achievement
Understanding Motivational Structures That Differentially Predict Engagement and Achievement in Middle School Science
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Lee, Christine S.; Hayes, Kathryn N.; Seitz, Jeffery; DiStefano, Rachelle; O'Connor, Dawn – International Journal of Science Education, 2016
Middle school has been documented as the period in which a drop in students' science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the…
Descriptors: Middle School Students, Science Instruction, Student Motivation, Science Interests
The Effects of Classroom Goal Structures on the Creativity of Junior High School Students
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Peng, Shu-Ling; Cherng, Biing-Lin; Chen, Hsueh-Chih – Educational Psychology, 2013
Previous studies have indicated that situational factors can influence students' creativity. However, no studies have specifically examined the relationship between classroom goal structures and student creativity during real classroom activities. For this study, we recruited 232 seventh-grade students from Taipei City and randomly divided them…
Descriptors: Creativity, Junior High School Students, Foreign Countries, Classroom Techniques
Mastery, Performance and Controlling Practices in the Classroom: A Multilevel Study of Teacher Motivation
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Leigh, Kristen Elizabeth – ProQuest LLC, 2012
The current context of education, with an emphasis on high stakes testing and curricular mandates, is affecting motivation in schools (Au, 2007; Barksdale-Ladd & Thomas, 2000; Ryan & Brown, 2004; Supovitz, 2009). It is important to study the relations between teaching in such contexts and teacher and student motivation. The purpose of this…
Descriptors: Teacher Motivation, Predictor Variables, Educational Practices, Professional Autonomy
Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers
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Stewart, Jessica; Antonenko, Pavlo D.; Robinson, J. Shane; Mwavita, Mwarumba – Journal of Agricultural Education, 2013
The focus of this exploratory study was to examine levels of technology integration, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) in preservice and inservice agricultural education teachers in Oklahoma. The findings of this study suggest that intrapersonal factors, such as self-efficacy, outcome expectations, and…
Descriptors: Technology Integration, Self Efficacy, Technological Literacy, Pedagogical Content Knowledge
Foreign Language Mastery Curriculum.
Griffin, Bruce; And Others – 1985
The Utah state foreign language mastery curriculum is outlined in the form of specific behavioral objectives for listening, thinking, speaking, reading, and writing skills, accuracy, and cultural awareness at four levels (novice, intermediate, advanced, and superior). The curriculum represents a change in overall emphasis from grammar to speaking…
Descriptors: Behavioral Objectives, Classroom Techniques, Communicative Competence (Languages), Correlation