This study aims to analyze the relationships among self-efficacy, strategies, and goal orientations of college-level English Language Learners (ELLs). Participants who were more than 25 years old had a lower level of strategy use than those who were less than 25 years old. Greater strategy use could result in higher level of self-efficacy and goal…

Purpose: Study purposes were to (a) examine achievement goal tendencies and learning mode preferences of adults who were unfamiliar with augmentative and alternative communication (AAC) facilitation, and (b) determine whether age and gender have an effect on these variables. Recruitment of untrained individuals allowed the researchers to simulate…

What can educators do to help students care about their learning and become more invested in their own success? Chase Nordengren describes how a school district created a goal-setting culture in all classrooms at all grade levels. The district began with a complex, research-based, prescriptive program that teachers found did not work well with…

Achievement goal theory is one of the most widespread motivation models within education research. Strong empirical support exists for the trichotomous model, comprising mastery-approach, performance-approach, and performance-avoidance goals. However, research also indicates problems with model transferability between contexts. In this study,…

This study examined the achievement goal orientations and resource management strategies of adult and traditional learners. Based on Elliot and McGregor's (2001) achievement goal theoretical framework and Pintrinch and colleagues' (1991) self-regulated learning conceptual framework, this study examined the difference of achievement goal…

Sexualized gender stereotypes (SGS) include the belief that girls should singularly prioritize their sexualized attractiveness for the attention and approval of boys. By elementary school, boys and girls perceive girls' sexualized attractiveness to be incompatible with intelligence and competence. In the current 2-year study, we examined whether…

Value-added (VA) models measure teacher contributions to student learning and are increasingly employed in educational reform efforts. Using data from 35 seventh-grade teachers and 2,026 students across seven schools, we employ VA methods to measure teacher contributions to students' motivational orientations (mastery and performance achievement…

Achievement goal theory distinguishes between mastery goals (the goals of developing competence) and performance goals (the goals of demonstrating competence) [Ames [1992] "Journal of Educational Psychology" 84: 261-271]. In this study, we employed this theory aiming to better understand why adolescents' motivation to learn science…

This meta-analysis addresses whether achievement goal researchers are using different labels for the same constructs or putting the same labels on different constructs. We systematically examined whether conceptual and methodological differences in the measurement of achievement goals moderated achievement goal intercorrelations and relationships…