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The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies

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References

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1997

Structural Equation Modeling: Concepts, Issues, and Applications

4,061 cited

Cited by

2003Teacher Discourse and Sixth Graders' Reported Affect and Achievement Behaviors in Two High-Mastery/High-Performance Mathematics Classrooms159 cited
2007The role of achievement goal orientations in students' perceptions of and preferences for classroom environment155 cited
2004The Change in Middle School Students’ Achievement Goals in Mathematics Over Time151 cited
2009Achievement goal orientations and self-regulation in writing: An integrative perspective.145 cited
2008Math Achievement in Early Adolescence142 cited
2008What Do Students Think About When Evaluating Their Classroom's Mastery Goal Structure? An Examination of Young Adolescents' Explanations140 cited
2012Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools138 cited
2009Buffering against performance classroom goal structures: The importance of autonomy support and classroom community137 cited
2010Changes in efficacy beliefs in mathematics across the transition to middle school: Examining the effects of perceived teacher and parent goal emphases.136 cited
2016Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ)131 cited
2013Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy129 cited
2004RE-EXAMINING CLASSROOM MASTERY GOAL STRUCTURE126 cited
2006Modeling latent true scores to determine the utility of aggregate student perceptions as classroom indicators in HLM: The case of classroom goal structures121 cited
2006The relationship between relative levels of motivation and intrapersonal, interpersonal, and academic functioning among older adolescents98 cited
2007A “top-down” analysis of high school teacher motivation96 cited
2007The regulation of affect, anxiety, and stressful arousal from adopting mastery‐avoidance goal orientations95 cited