完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.author | Lo, Meng-Ting | en_US |
dc.contributor.author | Chen, Ssu-Kuang | en_US |
dc.contributor.author | Lin, Sunny S. J. | en_US |
dc.date.accessioned | 2018-08-21T05:54:33Z | - |
dc.date.available | 2018-08-21T05:54:33Z | - |
dc.date.issued | 2017-07-01 | en_US |
dc.identifier.issn | 1041-6080 | en_US |
dc.identifier.uri | http://dx.doi.org/10.1016/j.lindif.2017.06.001 | en_US |
dc.identifier.uri | http://hdl.handle.net/11536/146115 | - |
dc.description.abstract | By using the 2 x 2 achievement goal framework, this study assessed the math achievement goal profiles of 488 Taiwanese students from Grades 7 to 8. In the first year, three math achievement goal profiles were identified using latent profile analysis: maladaptive, indifferent, and success-oriented. A slightly different profile, avoidant-but-adapting, was found in the second year in addition to the indifferent and success-oriented profiles. Success oriented students showed the most adaptive pattern of motivation, with high approach orientations, while maladaptive students demonstrated less-adaptive learning characteristics, with high avoidance orientations. Avoidant-but-adapting students exhibited high scores for avoidance and mastery-approach orientations. The goal profiles were investigated with respect to stability and change over one year transition. Our study reflects mastery-avoidance goal's unique contribution to the classification of students and its' influences on educational and psychological outcomes and provides insights into the 2 x 2 model of achievement goal orientations. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | Achievement goal profiles | en_US |
dc.subject | Multiple goals | en_US |
dc.subject | Stability and change | en_US |
dc.subject | Person-centered approach | en_US |
dc.subject | Secondary students | en_US |
dc.title | Groups holding multiple achievement goals in the math classroom: Profile stability and cognitive and affective outcomes | en_US |
dc.type | Article | en_US |
dc.identifier.doi | 10.1016/j.lindif.2017.06.001 | en_US |
dc.identifier.journal | LEARNING AND INDIVIDUAL DIFFERENCES | en_US |
dc.citation.volume | 57 | en_US |
dc.citation.spage | 65 | en_US |
dc.citation.epage | 76 | en_US |
dc.contributor.department | 教育研究所 | zh_TW |
dc.contributor.department | Institute of Education | en_US |
dc.identifier.wosnumber | WOS:000411538300007 | en_US |
顯示於類別: | 期刊論文 |