PERCEPTIONS OF TEACHERS' GOALS IN CLASSROOM, STUDENTS' MOTIVATION AND THEIR MALADAPTIVE BEHAVIOR AS PREDICTORS OF HIGH SCHOOL MATH ACHIEVEMENT

被引：0

作者：

Peklaj, Cirila ^{[1
]}

Kalin, Jana ^{[2
]}

Pecjak, Sonja ^{[1
]}

Zuljan, Milena Valencic ^{[3
]}

Levpuscek, Melita Puklek ^{[1
]}

机构：

[1] Univ Ljubljana, Fac Arts, Dept Psychol, Ljubljana 1000, Slovenia

[2] Univ Ljubljana, Fac Arts, Dept Educ, Ljubljana 1000, Slovenia

[3] Univ Ljubljana, Fac Educ, Ljubljana 1000, Slovenia

来源：

STUDIA PSYCHOLOGICA | 2012年 / 54卷 / 04期

关键词：

perceptions of teachers' goals; students' motivation; disruptive behavior; cheating; math achievement; PERFORMANCE-APPROACH GOALS; MIDDLE SCHOOL; SELF-EFFICACY; ENVIRONMENT; AVOIDANCE; BELIEFS; MATHEMATICS; COMPETENCE; PARENT;

D O I：

暂无

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The present study investigated the relationships among perceived teachers' goals and students' motivation, maladaptive behavior and achievement in high school math. We proposed an indirect impact of perceptions of teachers' goals in the class on students' achievement through their personal achievement goals, their disruptive behavior and cheating. The sample of participants was comprised of 437 Slovene upper-secondary school students (176 boys and 261 girls) in their third grade. Results showed an adaptive pattern of perceived teachers' mastery goals in the class and perceived teachers pressure on students' math achievement that was mediated through students' mastery goal orientation and their cheating.

引用

页码：329 / 344

页数：16

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