Literaturnachweis - Detailanzeige
| Autor/inn/en | Gertsakis, Nikolaos; Kroustallaki, Dionysia; Sideridis, Georgios D. |
|---|---|
| Titel | How Do Classroom Goal Structures Matter? The Impact on Grammar Achievement, Perceived Autonomy Support, Flow, and Affect |
| Quelle | In: International Journal of School & Educational Psychology, 9 (2021) 2, S.172-188 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Gertsakis, Nikolaos) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2168-3603 |
| DOI | 10.1080/21683603.2019.1694111 |
| Schlagwörter | Grammar; Goal Orientation; Mastery Learning; Scores; Personal Autonomy; Faculty Development; Teaching Methods; Academic Achievement; Learner Engagement; Comparative Analysis; Greek; Elementary School Students; Foreign Countries; Grade 6; Greece |
| Abstract | This quasi-experimental study used a repeated measures design to examine the effects of three manipulated classroom goal structures (i.e. mastery, performance-approach, performance-avoidance) on grammar achievement, perceived autonomy support, flow experience, and affect for 49 Greek elementary school students (ages 11-12; 48% girls). Over a period of four weeks, all students participated in three grammar classes, each emphasizing a different goal structure. Results from multilevel modeling showed that students in mastery and performance-approach goal structures achieved higher grammar scores than they did in the performance-avoidance goal structure. Additionally, students in mastery goal structure experienced greater autonomy support, flow, and positive affect than they did in the performance-approach and performance-avoidance structure. The results have implications regarding teachers' training since classroom practices are connected with achievement and students' engagement. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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