Students' achievement goals in relation to academic motivation, competence expectancy, and classroom environment perceptions

Date

2010-01-01

Author

Sungur, Semra
Senler, Burcu

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

117
views

0
downloads

The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and classroom environment perceptions in terms of challenge and threat. Self-report instruments were administered to 482 elementary students to assess variables of the study. Results showed that elementary students have significantly higher levels of identified regulation compared to all other types of motivation. The students also appeared to adopt approach goals more than avoidance goals. Both mastery approach goals and performance approach goals were found to be positively linked to intrinsic motivation. Moreover, findings revealed that perceived classroom threat was positively associated with mastery avoidance goals and negatively with performance approach goals. Additionally, it was found that classroom challenge perceptions were positively related to external regulation, introjected regulation, and identified regulation.

Subject Keywords

academic motivation, achievement goals, competence expectancy, classroom environment perception

URI

https://hdl.handle.net/11511/98982

Journal

EDUCATIONAL RESEARCH AND EVALUATION

DOI

https://doi.org/10.1080/13803611.2010.523291

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

An analysis of Turkish high school students' metacognition and motivation Sungur, Semra (2009-01-01) The present study aimed at investigating Turkish high school students' metacognition and its relation to achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), perceived competence, and perceived classroom environment (challenge and threat). Metacognition was examined in terms of knowledge of cognition (declarative knowledge, procedural knowledge, and conditional knowledge) and regulation of cognition (planning, information management, m...
The role of perceived classroom goal structures, self-efficacy, and the student engagement in seventh grade students' science achievement Hıdıroğlu, Fatma Melike; Sungur, Semra; Department of Elementary Science and Mathematics Education (2014) The aim of this study was to explore how students’ perceptions of classroom goal structures in terms of motivating tasks, autonomy support, and mastery evaluation; their engagement (i.e. behavioral, emotional, cognitive and agentic engagement), and self-efficacy in science are related to their science achievement. For this purpose, a path model was proposed and tested. In the model, it was hypothesized that perceptions of classroom goal structures are related to all aspect of student engagement and self-eff...
Educational motivation and students' achievement goal orientations Fadlelmula, Fatma Kayan (2010-02-08) This paper aims to enhance teachers' understandings of the nature and importance of students' achievement goal orientations in elementary mathematics education. In particular, the study includes a theoretical background about what achievement goal orientation is, and the nature of students' goal orientations. Next, a literature review is provided about the major models identified in goal theory. Then, a discussion is made about why achievement goal orientations are important in mathematics education, suppor...
The role of academic motivation, course satisfaction, and advisory relationship on research self-efficacy beliefs of graduate students Bayar, Ekin; Çapa Aydın, Yeşim; Department of Curriculum and Instruction (2021-10) The aim of the study was to investigate the role of academic status, phase of the study, career plan, autonomous motivation, controlled motivation, course satisfaction, and advisory relationship in graduate students’ research self-efficacy. Data were collected from 403 master and doctoral students from Social or Educational Sciences Institutes utilizing the Motivation for PhD Studies (MPhD), Course Satisfaction, the Rapport subscale of Advisory Working Alliance – Student (AWAI-S), and Self-Efficacy Scales. ...
The Contribution of Motivational Beliefs to Students' Metacognitive Strategy Use Kahraman, Nurcan; Sungur, Semra (2011-04-01) This study aimed at investigating how well elementary students' self-efficacy and achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) predict their metacognitive strategy use in science. For the specified purpose, Achievement Goal Questionnaire and Motivated Strategies for Learning Questionnaire were administered to 115 elementary school students. Results showed that the elementary students who feel self-efficacious in science and study for the reas...

Citation Formats

S. Sungur and B. Senler, “Students’ achievement goals in relation to academic motivation, competence expectancy, and classroom environment perceptions,” EDUCATIONAL RESEARCH AND EVALUATION, vol. 16, no. 4, pp. 303–324, 2010, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/98982.