Abstract
This study's purpose was to examine effects of achievement goal orientations on problem solvings in classroom settings along Dweck(1986)'s model. In a pilot study, scales for measuring achievement goal orientations in arithmetic were constructed. Then they were known as highly reliable and valid. In the main experiment, 113 6th grade-children answered scales for measuring achievement goal orientation in arithmetic. Operated on high/low self-efficacy, subjects solved word problems. The results were as follows; l)learning goal had positive effects on problem solvings; 2) performance goal × self-efficacy interaction had negative effects on problem solvings; 3)but controlled intelligence score, performance goal × self-efficacy interaction showed no significant effects on problem solvings. Finally, unsolving problems were discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 392-401 |
| Number of pages | 10 |
| Journal | the japanese journal of educational psychology |
| Volume | 43 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 1995 |
| Externally published | Yes |
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Keywords
- achievement goal orientations
- classroom settings
- motivation to learn
- problem solvings
- self-efficacy
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
Effects of achievement goal orientations on problem solvings in classroom settings. / Uebuchi, Hisashi.
In: the japanese journal of educational psychology, Vol. 43, No. 4, 1995, p. 392-401.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Effects of achievement goal orientations on problem solvings in classroom settings
AU - Uebuchi, Hisashi
PY - 1995
Y1 - 1995
N2 - This study's purpose was to examine effects of achievement goal orientations on problem solvings in classroom settings along Dweck(1986)'s model. In a pilot study, scales for measuring achievement goal orientations in arithmetic were constructed. Then they were known as highly reliable and valid. In the main experiment, 113 6th grade-children answered scales for measuring achievement goal orientation in arithmetic. Operated on high/low self-efficacy, subjects solved word problems. The results were as follows; l)learning goal had positive effects on problem solvings; 2) performance goal × self-efficacy interaction had negative effects on problem solvings; 3)but controlled intelligence score, performance goal × self-efficacy interaction showed no significant effects on problem solvings. Finally, unsolving problems were discussed.
AB - This study's purpose was to examine effects of achievement goal orientations on problem solvings in classroom settings along Dweck(1986)'s model. In a pilot study, scales for measuring achievement goal orientations in arithmetic were constructed. Then they were known as highly reliable and valid. In the main experiment, 113 6th grade-children answered scales for measuring achievement goal orientation in arithmetic. Operated on high/low self-efficacy, subjects solved word problems. The results were as follows; l)learning goal had positive effects on problem solvings; 2) performance goal × self-efficacy interaction had negative effects on problem solvings; 3)but controlled intelligence score, performance goal × self-efficacy interaction showed no significant effects on problem solvings. Finally, unsolving problems were discussed.
KW - achievement goal orientations
KW - classroom settings
KW - motivation to learn
KW - problem solvings
KW - self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85008070953&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85008070953&partnerID=8YFLogxK
U2 - 10.5926/jjep1953.43.4_392
DO - 10.5926/jjep1953.43.4_392
M3 - Article
AN - SCOPUS:85008070953
VL - 43
SP - 392
EP - 401
JO - Japanese Journal of Educational Psychology
JF - Japanese Journal of Educational Psychology
SN - 0021-5015
IS - 4
ER -