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Pub Date: |
2012-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Student Behavior; Student Motivation; Educational Practices; Grade 6; Goal Orientation; Interpersonal Relationship; Social Behavior; Grade 5; Classroom Environment; Learning Motivation; Student Characteristics; Affective Behavior; Student Attitudes; Questionnaires; Predictor Variables; Correlation
Abstract:
Examining motivational variables may prove to be particularly fruitful towards our understanding of classroom processes, student behaviors and school outcomes. The present study examined the role of personal and contextual goals (goals and goal structures) towards explaining social relationships (peer, teacher-student and home-school). 1493 fifth and sixth grade primary school students (10 to 12 years of age) from different areas of Greece formed a representative sample. Questionnaires were administered assessing students' goal orientations, goal structures and classroom relationships. The data were analyzed using latent variable modeling. Mastery goal structures had significant effects on positive school relationships such as student relations, teacher-student relations, peer inclusion, and peer conflict (the latter two reversely coded). Performance goal structures exerted negative or null effects on the same processes, demonstrating their negative propensities. In addition, the effects of mastery goal structures were partially mediated by the effects of personal mastery goals with regard to teacher-student relations with the former exerting both direct and indirect effects. On the contrary, the negative effects of performance goal structures were not buffered by the presence of high levels of personal performance goals. The findings have significant implications for educational practice in terms of the importance of classroom contexts as predictors of classroom relatedness specifically where mastery goals are concerned. (Contains 7 figures.)
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Teaching Methods; Speech Communication; Grade 7; Power Structure; Science Instruction; Teacher Student Relationship; Classroom Research; Teacher Behavior; Student Behavior; Affective Behavior; Classroom Communication; Classroom Environment; Classroom Techniques; Discourse Analysis; Mixed Methods Research
Abstract:
This study examined emotional climate in relation to the teaching and learning of grade 7 science. A multi-method and multi-theoretic approach used sociocultural frameworks as a foundation for interpretive research, conversation analysis, prosody analysis, and studies of nonverbal conduct. Emotional climate varied continuously throughout a lesson. Dialogues occurred and afforded learning when interactions between the teacher and students were fluent and included humour and collective effervescence. Emotional climate was negatively valenced when the teacher and/or students endeavoured to establish and maintain power by restricting others' participation to spectator roles. The teacher's endeavours to maintain and establish control over students were potentially detrimental to teaching and learning, teachers and learners. This type of teaching gradually evolved into a form we referred to as cranky teaching, whereby the teacher and her students showed signs of frustration and the enacted teaching and learning roles lacked fluency. The methods we pioneered in the present study might be helpful for other teachers who wish to participate in research on their classes to ascertain what works and should be strengthened, and identify practices and rituals that are deleterious and in need of change.
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Academic Achievement; Institutional Characteristics; Grade 4; Grade 6; Grade 5; Grades (Scholastic); Goal Orientation; Secondary School Students; Elementary School Students; Student Motivation; Correlation; Longitudinal Studies; Statistical Analysis; Predictor Variables; Track System (Education)
Abstract:
During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic tracks. Currently, there is a lack of research examining the changes in achievement goals (mastery-approach, performance-approach, and performance-avoidance goals) and in the association between achievement goals and school achievement during the transition to these different school tracks. There were 1646 students who participated in a large-scale, three-wave longitudinal study from Grade 4 to Grade 6. While results revealed only slight differences between the two school tracks, the three types of achievement goals declined over time. In elementary school mastery-approach goals were positively and performance-approach goals negatively associated with school grades. After the transition to secondary school mastery-approach goals predicted school grades positively, whereas performance-approach goals negatively influenced achievement (academic track). Overall, the results indicate that between-school-tracking plays a minor role for the development of achievement goals and the relation between goals and achievement. (Contains 5 tables and 5 figures.)
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Pub Date: |
2013-05-00 |
Pub Type(s): |
Dissertations/Theses; Tests/Questionnaires |
Peer Reviewed: |
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Descriptors:
Action Research; Teacher Researchers; Test Anxiety; Elementary School Students; Middle School Students; Grade 5; Grade 6; Grade 7; Elementary School Science; Secondary School Science; Social Studies; Language Arts; Student Attitudes; Testing; Story Grammar; Teacher Surveys; Student Surveys; Parent Surveys; Test Wiseness; Intervention; Pretests Posttests
Abstract:
Throughout this action research project report, the teacher-researchers explored the problem of test anxiety among students. The purpose of this project was to alleviate test anxiety among students with various interventions in grades five through seven in the subject areas of social studies, science, and language arts. There were 66 student participants in this study which occurred between August 20, 2012 and December 21, 2012. Students exhibited behaviors to illustrate test anxiety such as sweating, tapping, and poor achievement. The three tools used to document further evidence of the problem of include a student survey, parent survey, and teacher survey. The student survey affirmed that students felt negatively about taking tests in school and were uncomfortable taking tests in certain subject areas. The parents of the above-mentioned students also noted they had witnessed their children experiencing such feelings when faced with a test in school. Additionally, the teachers surveyed expressed noticing behaviors of students that may be related to test anxiety such as tapping, refusal to work, and nervousness. The teacher-researchers implemented various interventions in order to address the problem area. These interventions included teaching test-taking strategies, collaborative testing, and differentiated tests. Students were taught how to best take a test by using strategies that included, but were not limited to highlighting important words in the question, eliminating wrong answers, and planning extended responses. Pretests were given at the start of each unit to show the teacher-researchers how much or little students knew about the topic. Through collaborative testing, students first took a test individually. The following day, students were put into groups based on their pre-determined knowledge of the subject or ability to illustrate a skill. In groups, students were able to revisit their test and work together in order to change or affirm their answers. These tests were also used to group students during collaborative testing as well as design differentiated tests. The teacher-researchers created three levels of tests per unit in order to best assess the students at their levels, but still demanded students to demonstrate what they had learned. By the end of the study, the teacher-researchers found that the students experienced a positive change in the way they viewed taking tests in school. More students reported feeling good or prepared for tests after being a part of the interventions. This information was especially pleasing because the students also stated that the way they prepared for tests did not change; thus confirming that the interventions implemented did help reduce the students' test anxiety. The following are appended: (1) Student Survey; (2) Parent Survey; (3) Teacher Survey; (4) Hands-On Experiments; (5) Revolutionary War Pre-Test; (6) Sequencing Activities; (7) Group Roles; (8) Story Elements Pre-Test; (9) Sequencing Post Tests; (10) Revolutionary War Test; (11) Story Elements Graphic Organizers; and (12) Story Elements Post Test. (Contains 12 tables and 24 figures.)
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Full Text (7076K)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Student Motivation; Physical Education; Experimental Groups; Motivation Techniques; Researchers; Grade 9; Academic Achievement; Goal Orientation; Student Attitudes; Mastery Learning; Lesson Plans; Affective Behavior; Cognitive Processes; Scores
Abstract:
The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental groups. The researchers conducted a 12-week programme of physical education lessons with the experimental groups. The programme used the same lesson plans; however, in each experimental group, the researchers created different motivational climates (mastery, performance approach or performance avoidance) according to the Motivational Climate Observer Control List. The students' achievement goals, motivational strategies and attitudes towards physical education were measured at the beginning and end of the semester. Consequently, it was observed that the mastery-and performance-approach focused-motivational climates within physical education lessons produced positive outputs in terms of cognitive and affective scores. (Contains 3 tables and 1 figure.)
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