Effects of achievement goal orientations on problem solvings in classroom settings

Research output: Contribution to journalArticle

6 Citations (Scopus)

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 languageEnglish
Pages (from-to)392-401
Number of pages10
Journalthe japanese journal of educational psychology
Volume43
Issue number4
DOIs
Publication statusPublished - 1995
Externally publishedYes

Fingerprint

self-efficacy
classroom
Self Efficacy
interaction
performance
intelligence
school grade
Intelligence
experiment
Learning
learning

Keywords

  • achievement goal orientations
  • classroom settings
  • motivation to learn
  • problem solvings
  • self-efficacy

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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title = "Effects of achievement goal orientations on problem solvings in classroom settings",
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.",
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author = "Hisashi Uebuchi",
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journal = "Japanese Journal of Educational Psychology",
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