Journal Title
Title of Journal: Asia Pacific Educ Rev
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Abbravation: Asia Pacific Education Review
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Publisher
Springer Netherlands
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Authors: Daeryong Seo Husein Taherbhai
Publish Date: 2009/05/05
Volume: 10, Issue: 2, Pages: 193-203
Abstract
The relations among students’ motivational beliefs cognitive processes and academic achievement were investigated A 51item questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school mathematics classrooms Results indicated that in general students’ cognitive processes related closely to competence beliefs task values and achievement goals and more importantly their success or failure in mathematics achievement was closely linked to competence beliefs performanceavoidance goals and persistence strategies Positive evidence of performanceapproach goals was observed in math learning relative to task goals As expected performanceavoidance goals turned out to be detrimental to students’ math learning These findings are generally congruent with the motivational theories and support the position that students should be encouraged to adopt task goals and actively involve themselves in math class activities However it also behooves us to recognize the potential benefits of performanceapproach goals in different cultural contexts such as the Korean elementary school math classrooms
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