NAGOYA Repository >
A200 教育学部・教育発達科学研究科 >
A200b 紀要 >
名古屋大學教育學部紀要. 教育心理学科 >
Please use this identifier to cite or link to this item:
|Other Titles: ||Achievement Goal Tendencies in Junior High School Students|
|Authors: ||速水, 敏彦|
|Issue Date: ||25-Dec-1989|
|Citation: ||名古屋大學教育學部紀要. 教育心理学科. v.36, 1989, p.55-72|
|Abstract: ||In this research, we advanced the previous study (Hayamizu, Ito and Yoshizaki, in press) that cognitive motivational processes mediated by achievement goal tendencies had been examined based on Dweck's theory (Dweck, 1986). The relationship between the three achievement goal tendencies and some other variables such as 'conceptions of ability and effort', 'learning behavior' and 'standard of self evaluation' were investigated on the students in a junior high school. Firstly, eight groups were constructed through dividing by a median-cut of all the students into high and low groups for three achievement goal tendencies respectively; LG (Learning Goal), learning itself is a goal; P α G (Performance Goal), getting an approval from others is a goal; P β G (Performance Goal), getting a good achievement is a goal. The relationship between these eight patterns from the achievement goal tendencies and 'conceptions of ability and effort', 'learning behavior' and 'standard of self evaluation' were examined. Secondly, the teachers of the same junior high school were required to select the typical students that had tendencies representative of three achievement goals. On each achievement goal tendency, the selected students' score and the unselected students' score were compared in order to confirm the validation of conceptions of three achievement goal tendecies.|
|Appears in Collections:||名古屋大學教育學部紀要. 教育心理学科|
There was reading in 22 pieces of the previous month in this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.