語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Integrating the demonstration orient...
~
Wynne, Heather Marie.
FindBook
Google Book
Amazon
博客來
Integrating the demonstration orientation and standards-based models of achievement goal theory.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Integrating the demonstration orientation and standards-based models of achievement goal theory./
作者:
Wynne, Heather Marie.
面頁冊數:
166 p.
附註:
Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:
Dissertation Abstracts International75-05A(E).
標題:
Education, Educational Psychology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609404
ISBN:
9781303682452
Integrating the demonstration orientation and standards-based models of achievement goal theory.
Wynne, Heather Marie.
Integrating the demonstration orientation and standards-based models of achievement goal theory.
- 166 p.
Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Thesis (Ph.D.)--Fordham University, 2014.
Achievement goal theory and thus, the empirical measures stemming from the research, are currently divided on two conceptual approaches, namely the reason versus aims-based models of achievement goals. The factor structure and predictive utility of goal constructs from the Patterns of Adaptive Learning Strategies (PALS) and the latest two versions of the Achievement Goal Questionnaire (AGQ-R; 3x2 AGQ) were simultaneously examined among a sample of high school females. Findings highlight the validity and divergence of both theoretical models. The 2x2 framework was supported across all confirmatory factor analyses as having the best model fit whereas a three-goal framework consisting of performance and mastery goals was supported across exploratory factor analyses. Results also suggest that there was more variability in the operationalization of mastery goals than performance goals across instruments. Finally, results suggest that the goal measures from the PALS predicted a wider range of learning outcomes, and also differentiated across outcomes more than the AGQ goal scales, indicating that the PALS may have greater predictive utility. Implications for promoting a more integrative model of achievement goals are discussed.
ISBN: 9781303682452Subjects--Topical Terms:
1017560
Education, Educational Psychology.
Integrating the demonstration orientation and standards-based models of achievement goal theory.
LDR
:02147nam a2200289 4500
001
1962876
005
20140829084621.5
008
150210s2014 ||||||||||||||||| ||eng d
020
$a
9781303682452
035
$a
(MiAaPQ)AAI3609404
035
$a
AAI3609404
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Wynne, Heather Marie.
$3
2099006
245
1 0
$a
Integrating the demonstration orientation and standards-based models of achievement goal theory.
300
$a
166 p.
500
$a
Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500
$a
Adviser: Akane Zusho.
502
$a
Thesis (Ph.D.)--Fordham University, 2014.
520
$a
Achievement goal theory and thus, the empirical measures stemming from the research, are currently divided on two conceptual approaches, namely the reason versus aims-based models of achievement goals. The factor structure and predictive utility of goal constructs from the Patterns of Adaptive Learning Strategies (PALS) and the latest two versions of the Achievement Goal Questionnaire (AGQ-R; 3x2 AGQ) were simultaneously examined among a sample of high school females. Findings highlight the validity and divergence of both theoretical models. The 2x2 framework was supported across all confirmatory factor analyses as having the best model fit whereas a three-goal framework consisting of performance and mastery goals was supported across exploratory factor analyses. Results also suggest that there was more variability in the operationalization of mastery goals than performance goals across instruments. Finally, results suggest that the goal measures from the PALS predicted a wider range of learning outcomes, and also differentiated across outcomes more than the AGQ goal scales, indicating that the PALS may have greater predictive utility. Implications for promoting a more integrative model of achievement goals are discussed.
590
$a
School code: 0072.
650
4
$a
Education, Educational Psychology.
$3
1017560
650
4
$a
Education, Tests and Measurements.
$3
1017589
650
4
$a
Psychology, Psychometrics.
$3
1017742
690
$a
0525
690
$a
0288
690
$a
0632
710
2
$a
Fordham University.
$b
Division of Psychological & Educational Services.
$3
1678440
773
0
$t
Dissertation Abstracts International
$g
75-05A(E).
790
$a
0072
791
$a
Ph.D.
792
$a
2014
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609404
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9257874
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入