NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ911614
Record Type: Journal
Publication Date: 2010
Pages: 24
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1696-2095
Literature Review on Achievement Goals and Classroom Goal Structure: Implications for Future Research
Alkharusi, Hussain
Electronic Journal of Research in Educational Psychology, v8 n3 p1363-1386 2010
Since its origin in the late 1970s and early 1980s, achievement goal theory has provided significant contributions to the research and practice in education and psychology. The theory has been considered to be an influential framework for conceptualizing student motivation. The term motivation refers to the interaction dynamics of many factors in a given person-environment relationship involving goal-directed experience and behavior. The impact of learning environment on student motivation, defined as achievement goal orientations, has been the focus of many studies. This paper includes a review of literature discussing research related to achievement goal theory, stability of achievement goals, classroom goal structure, and multiple goals along with implications for future research. The findings of studies reviewed in the paper point to the importance of considering both self and group perceptions of achievement goals in academic settings. This line of inquiry will provide educators and psychologists with helpful and meaningful ways of enhancing student learning and motivation.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A