Literaturnachweis - Detailanzeige
| Autor/inn/en | Wang, Jing; Bai, Barry; Nie, Youyan |
|---|---|
| Titel | Examining the Role of Perceived Classroom Goal Structures and Parents' Goals in ESL/EFL Learners' Achievement Goals, Engagement and Achievement |
| Quelle | In: Scandinavian Journal of Educational Research, 67 (2023) 5, S.820-836 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Wang, Jing) ORCID (Bai, Barry) ORCID (Nie, Youyan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-3831 |
| DOI | 10.1080/00313831.2022.2070928 |
| Schlagwörter | Goal Orientation; English (Second Language); Second Language Learning; Academic Achievement; Learner Engagement; Mastery Learning; Parent Influence; Classroom Techniques; Surveys; Elementary School Students; Predictor Variables; Foreign Countries; China; Patterns of Adaptive Learning Survey |
| Abstract | This study examined the role of perceived classroom goal structures and parent's goals in predicting students' achievement goals, engagement and achievement. Mastery goals were predicted by both classroom and parents' mastery goals. Both performance-approach goals and performance-avoidance goals were predicted by both classroom and parents' performance goals. Mastery goals had positive impacts on academic engagement and achievement, but performance-avoidance goals had negative impacts. The impacts of performance-approach goals were not significant. Classroom and parents' mastery goals had indirect positive effects on academic engagement and achievement through mastery goals. Parents' performance goals had indirect negative effects through performance-avoidance goals. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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