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, (Pintrich, 2003; Zusho, Pintrich & Cortina, 2005; Cury, Elliot, Da Fonseca & Moller, 2006). , (Hannula, 2006; Opt Eynde, De Corte & Verschaffel, 2006) , , , . . 321 . . . .
(, ) (.. Hannula, 2006; Pantziara & Philippou, 2009). (Pintrich, 2003). , , (.., Bouffard & Couture, 2003), (..,
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Partrick, Anderman, Edelin & Midgley, 2001) (.., Kaplan & Maehr, 2007). , (Buffard & Couture, 2003).
, (Elliot, Henrly, Sell & Maier, 2005; Friedel, Cortina, Turner & Midgley, 2007; Stipek, Salmon, Givvin, Kazemi, Saxe, & MacGyvers, 1998) . , , : , .
(motive) (move, -) . (Pintrich, 2003). Hannula (2006) . , . , (Hannula, 2006).
- , (self-regulated learning) . , Pintrich (2003) - . , , , , (Pintrich, 2003). (Achievement Goal Theory) (Elliot & Church, 1997; Elliot, 1999) .
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. , , (Kaplan & Maehr, 2007).
(Kaplan & Maehr, 2007). , . (Elliot et al., 2005). : (mastery goals), (performance-approach goals) (performance-avoidance goals).
(Anderman & Midgley, 2002). , , , . (Elliot et al., 2005; Kaplan & Maehr, 2007). (Wolters, 2004). , (Pantziara & Philippou, 2006), (Cury et al., 2006).
(Anderman & Midgley, 2002). . , , , (Elliot, McGregor, & Gable, 1999). , (.., Elliot, 1999; Kaplan & Maehr, 2007). , , (Elliot et al., 1999) (Elliot et al., 2005). (Elliot et al., 2005; Cury et al., 2006).
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(Anderman & Midgley, 2002; Elliot, 1999). , , (Cury et al., 2006). , , , (.., Kaplan & Maehr, 2007). Elliot (Cury et al., 2006; Elliot & Church, 1997) , .
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, - (perceived competence-self efficacy beliefs) . (Elliot, 1999; Friedel et al., 2007). (fear of failure) . Elliot (1999) .
, (., ) (., ). , (Patrick et al., 2001).
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(Stipek et al., 1998),
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(Hannula, 2006). pt Eynde (2006) - Elliot (Elliot, 1999; Elliot & Church, 1997). pt Eynde et al. (2006) . , , , , . .
annula (2006) , . , ( ), ( ) ( ), Elliot (Elliot, 1999; Elliot & Church, 1997). ( ), - (Elliot & Church, 1997). .. , .. , , .. . (Hannula, 2006).
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, . 21 , . (.. Kamii & Clark, 1995; Lamon, 1999). , , (Pantziara & Philippou, 2007).
EQS ( , , , , ) . .
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Rasch QUEST. , (path analysis). , . .
(CFA) (Maximum Likelihood, ML) x2/DF
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- . , - , . (Structural Equation Model) EQS. (fit indices): x2/DF
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. , (Green, Miller, Crowson, Duke & Akay, 2004) . , .
. , (Elliot & Church, 1997; Cury et al., 2006). ( 3) . (Elliot & Church,1997; Zusho et al., 2005) . . , . . .
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(Anderman, Patrick, Hruda & Linnenbrink, 2002; Patrick et al., 2001)
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Anderman, E., & Midgley C. (2002). Methods of studying goals, goal structures, and
patterns of adaptive learning. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 1-20). Mahwah: Lawrence Erlbaum Associates.
Anderman, L., Patrick, H., Hruda L., & Linnenbrink, E. (2002). Observing classroom goal structures to clarify and expand goal theory. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 243-278). Mahwah: Lawrence Erlbaum Associates.
Bouffard, T., & Couture, N. (2003). Motivational profile and academic achievement among students enrolled in different schooling tracks. Educational Studies, 29(1), 19-38.
Cury, F., Elliot, A.J., Da Fonseca, D., & Moller, A. (2006). The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666-679.
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Elliot, ., Henrly K., Sell, M., & Maier, M. (2005). Achievement goals, performance contingencies, and performance attainment: An experimental test. Journal of Educational Psychology, 97(4), 630-640.
Elliot, A. (1999). Approach and avoidance motivation and achievement goals. Journal of Educational Psychology, 80, 260-267.
Elliot, A., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliot, A., McGregor, H., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
Friedel, J., Cortina, K., Turner, J., & Midgley, C. (2007). Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goals emphases. Contemporary Educational Psychology 32, 434-458.
Green, B., Miller, R., Crowson, M., Duke B., & Akay, K. (2004). Predicting high school students cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.
Hannula, M. (2006). Motivation in mathematics: Goals reflected in Emotions. Educational Studies in Mathematics, 63(2), 165 178.
Hu, L., & Bentler, P.M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1-55.
Kamii, C., & Clark, F. (1995). Equivalent Fractions: Their Difficulty and Educational Implications. Journal of Mathematical Behavior, 14(4), 365-378.
Kaplan, ., & Maehr, . (2007). The Contributions and Prospects of Goal Orientation Theory. Educational Psychology Review, 19, 141-184.
Lamon, S. (1999). Teaching fractions and ratios for understanding. Essential content knowledge and instructional strategies for teachers. London: Lawrence Erlbaum Associates.
Midgley, C., Maehr, M., Hruda, L., Anderman, E., Anderman, L., Freeman, K., Gheen, M., Kaplan, A., Kumar, R., Middleton, M., Nelson, J., Roeser, R., & Urdan T. (2000). Manual for the Patterns of Adaptive Learning Scales. Retrieved November 2nd 2004, from http://www.umich.edu/~pals/manuals.html.
Opt Eynde, P., De Corte, E., & Verschaffel., L. (2006). Accepting emotional Complexity. A socio-constructivist perspective on the role of emotions in the mathematics classroom. Education Studies in Mathematics, 63(2), 193-207.
Pantziara, M., & Philippou, G. (2006). Measuring and relating primary students motives, goals and performance in mathematics. In J. Novotna, H. Moraonva, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4 (pp. 321-328). Prague, Czech Republic: PME.
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Pantziara, M., Pitta, D., & Philippou G. (2007). Is motivation analogous to cognition? In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education. Larnaka, Cyprus: CERME.
Pantziara, M., & Philippou G. (2009). Identification of endogenous and exogenous factors that influence students performance in mathematics. In M. Tzekaki., M. Kaldrimidou & H. Sakonidis (Eds.), Proceedings of the 33th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4 (pp. 297-304). Thessaloniki, Greece: PME.
Partrick, H., Anderman, L., Ryan, A., Edelin K., & Midgley, C. (2001). Teachers communication of goal orientations in four fifth-grade classrooms. Elementary School Journal, 101(1), 35-58.
Pintrich, P. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667686.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Stipek, D.J., Salmon, J.M., Givvin, K.B., Kazemi, E., Saxe, G., & V.L. MacGyvers V.L. (1998). The value (and convergence) of practices suggested by motivation research and promoted by mathematics education reformers. Journal of Research in Mathematics Education, 29, 465-488.
Wolters, C. (2004). Advancing achievement goal theory: Using goal structures and goal orientation to predict students motivation, cognition and achievement. Journal of Educational Psychology, 96(2), 236-250.
Zusho, A., Pintrich, P., & Cortina, K. (2005). Motives, goals and adaptive patterns of performance in Asian American and Anglo American students. Learning and Individual Differences, 1 (2), 141-158.