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Effects of goal structure on Chinese...

Lin, Chi-Chau.

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Effects of goal structure on Chinese elementary school students' goal orientation, achievement, intrinsic motivation, and beliefs about success/failure.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of goal structure on Chinese elementary school students' goal orientation, achievement, intrinsic motivation, and beliefs about success/failure./
作者:	Lin, Chi-Chau.
面頁冊數:	131 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2072.
Contained By:	Dissertation Abstracts International58-06A.
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9736883
ISBN:	9780591468922

Effects of goal structure on Chinese elementary school students' goal orientation, achievement, intrinsic motivation, and beliefs about success/failure.
Lin, Chi-Chau.

Effects of goal structure on Chinese elementary school students' goal orientation, achievement, intrinsic motivation, and beliefs about success/failure. - 131 p.

Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2072.

Thesis (Ed.D.)--Texas Tech University, 1997.

The primary purpose of this study was to investigate the effects of classroom goal structure (competitive, cooperative, and individualistic) on children's goal orientation, mathematics achievement, intrinsic motivation, and beliefs about success/failure in mathematics environments. A second purpose of this study was to assess gender effects, and the interaction effects between goal structure and gender in these learning situations on the variables related to mathematics learning.

ISBN: 9780591468922Subjects--Topical Terms:

517650
Educational psychology.

Effects of goal structure on Chinese elementary school students' goal orientation, achievement, intrinsic motivation, and beliefs about success/failure.
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245 1 0 $a Effects of goal structure on Chinese elementary school students' goal orientation, achievement, intrinsic motivation, and beliefs about success/failure.
300 $a 131 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2072.
500 $a Chairperson: William Y. Lan.
502 $a Thesis (Ed.D.)--Texas Tech University, 1997.
520 $a The primary purpose of this study was to investigate the effects of classroom goal structure (competitive, cooperative, and individualistic) on children's goal orientation, mathematics achievement, intrinsic motivation, and beliefs about success/failure in mathematics environments. A second purpose of this study was to assess gender effects, and the interaction effects between goal structure and gender in these learning situations on the variables related to mathematics learning.
520 $a Two hundred forty fifth-grade Chinese children (120 boys and 120 girls) from an elementary school in rural Lu-Chou county of Taipei participated in this study. Children were randomly selected and randomly assigned to one of the 3 experimental conditions. This experimental study used a 3 x 2 factorial design.
520 $a Results showed significant in goal structure effects on mastery goal orientation, mathematics achievement, intrinsic motivation, and beliefs about success. Children in the cooperative and individualistic goal structures had higher mastery goal orientations than children in the competitive goal structure. They also scored higher in mathematics achievement and intrinsic motivation. They were also more likely to believe that effort led to success and to regard the teacher as a helper. In addition, the results also showed a significant gender effect on beliefs about success (success due to task). Boys were likely to attribute success to easiness of the task. On the other hand, there were no gender effects on the variables of goal orientation, mathematics achievement, intrinsic motivation, and beliefs about failure.
520 $a This results suggest that educators should develop a mastery goal climate (individualistic or cooperative goal structure) in their learning contexts, which means to stress the important understanding, the process of thinking, monitoring the individual's progress, learning for its own sake, and cooperative learning rather than stressing only the outcomes in the mathematics learning environment.
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