Adolescents' Achievement Goals: Situating Motivation in Sociocultural Contexts.

Autor/inn/en	Kaplan, Avi; Maehr, Martin L.
Titel	Adolescents' Achievement Goals: Situating Motivation in Sociocultural Contexts.
Quelle	(2002), (44 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Adolescent Attitudes; Adolescent Behavior; Adolescents; Context Effect; Cooperation; Cultural Influences; Educational Environment; Goal Orientation; Learning Motivation; Learning Strategies; Models; Self Esteem; Social Behavior; Social Influences; Student Attitudes; Student Motivation; Theories; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Co-operation; Kooperation; Cultural influence; Kultureinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zielorientierung; Zielvorstellung; Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Self-esteem; Selbstaufmerksamkeit; Social behaviour; Soziales Verhalten; Sozialer Einfluss; Schülerverhalten; Schulische Motivation; Theory; Theorie; Theorie-Praxis-Beziehung
Abstract	Noting that adolescents' academic achievement depends, to a large degree, on adolescents' motivation, this chapter takes an achievement goal theory perspective to show how the manner in which adolescents adopt differing achievement goal orientations provides a framework for understanding the processes that contribute to their adoption of adaptive motivational orientations. This chapter begins with a summary of developments in the study of motivation over the past 20 years, focusing on the emergence of achievement goal theory and tracing the relationship between goal orientations and processes such as the use of effective and ineffective learning strategies, adoption of positive and negative attitudes toward school and learning, and engagement in cooperative and disruptive behavior. In particular, the chapter shows how adoption of mastery or performance goals may be viewed as aspects of the process of self-reconstruction in which adolescents engage, serving the development of their personal interests, establishing the basis of their self-worth, and forming desirable social relationships. Next, the chapter presents a model that situates students' motivational orientations in the sociocultural context of their schools, and discusses its implications to theory, research, and educational practices. The chapter concludes with a discussion of the implications of the model for understanding motivation in adolescence. (Contains 168 references.) (KB)
Anmerkungen	Information Age Publishing, Inc., 80 Mason Street, Greenwich, CT 06830. Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC