The Effect of Personal and School-Wide Goals on Deep Processing Strategies of At-Risk, Not At-Risk and Special Education Students.

Autor/in	Anderman, Eric M.
Institution	National Center for School Leadership, Urbana, IL.
Titel	The Effect of Personal and School-Wide Goals on Deep Processing Strategies of At-Risk, Not At-Risk and Special Education Students.
Quelle	(1992), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Aspiration; Adolescent Development; Educational Environment; Elementary School Students; High Risk Students; Intermediate Grades; Junior High School Students; Middle School Students; Middle Schools; Self Concept; Self Efficacy; Self Esteem; Self Motivation; Special Education; Student Adjustment; Student Attitudes; Student Educational Objectives; Student Motivation; Student School Relationship + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Problemschüler; Mittelstufe; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Adjustment; Studentin; Adaptation; Schülerverhalten; Schulische Motivation; Schüler-Lehrer-Beziehung
Abstract	Middle school students (N=712) were surveyed about their achievement goals and cognitive processing strategies. Results suggest that academically at-risk students use deep strategies less and are less learning focused than not at-risk and special education students. Special education and at-risk students tended to be more ability-focused than not at-risk students. At-risk students perceived school culture to be less learning focused and more ability focused than not at-risk students. Multiple regression analyses suggest that being "learning-focused" is the best predictor of deep strategy usage for all three groups of students. Three tables and four figures present data and statistical analysis. Contains 19 references. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01