Achievement goals, self‐regulated learning, and the role of classroom context

Anastasia S. Hagen · Claire Ellen Weinstein

50 citations0/0 files storedNew Directions for Teaching and Learning

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Education, Achievement, and Giftedness Innovative Teaching and Learning Methods Evaluation of Teaching Practices

Abstract

Abstract Mastery and performance goals can dramatically influence students' self‐regulated learning. These goals are shaped in important ways by how college faculty organize and structure their classrooms for learning.

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1986Handbook of research on teaching 1985An attributional theory of achievement motivation and emotion.1986Motivational processes affecting learning.1992Classrooms: Goals, structures, and student motivation.1991Self-Efficacy and Academic Motivation 1986An Attributional Theory of Motivation and Emotion 1988Achievement goals in the classroom: Students' learning strategies and motivation processes.1988Goals: An approach to motivation and achievement.

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2004Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions 2002Self-Regulating Mathematics Skills 2004Patterns of Instructional Discourse that Promote the Perception of Mastery Goals in a Social Constructivist Mathematics Course 2005"If Only They Would Do Their Homework:" Promoting Self-Regulation in High School English Classes

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