ERIC Number: ED396192
Record Type: RIE
Publication Date: 1992-Mar
The Effect of Personal and School-Wide Goals on Deep Processing Strategies of At-Risk, Not At-Risk and Special Education Students.
Anderman, Eric M.
Middle school students (N=712) were surveyed about their achievement goals and cognitive processing strategies. Results suggest that academically at-risk students use deep strategies less and are less learning focused than not at-risk and special education students. Special education and at-risk students tended to be more ability-focused than not at-risk students. At-risk students perceived school culture to be less learning focused and more ability focused than not at-risk students. Multiple regression analyses suggest that being "learning-focused" is the best predictor of deep strategy usage for all three groups of students. Three tables and four figures present data and statistical analysis. Contains 19 references. (Author)
Descriptors: Academic Aspiration, Adolescent Development, Educational Environment, Elementary School Students, High Risk Students, Intermediate Grades, Junior High School Students, Middle School Students, Middle Schools, Self Concept, Self Efficacy, Self Esteem, Self Motivation, Special Education, Student Adjustment, Student Attitudes, Student Educational Objectives, Student Motivation, Student School Relationship
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for School Leadership, Urbana, IL.
Grant or Contract Numbers: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research on Adolescence (4th, Washington, DC, March 19-22, 1992).