International Education Journal

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Extending the multiple-goal perspective to tertiary classroom goal structures


Vennessa H. James 
School of Education, Flinders University, Australia 
vennessa.james@flinders.edu.au 

Shirley M. Yates 
School of Education, Flinders University, Australia 
shirley.yates@flinders.edu.au

 

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Abstract

The multiple-goal perspective has recently been applied to teacher behaviours in primary school classrooms through experimental intervention (Linnenbrink, 2005) and objective observation (Sideridis, 2005). However, there is evidence suggesting that rather than centered only on teacher behaviour, classroom goal structures are a whole class feature (Urdan, 2004c). Despite intended or observed classroom goal structures, students' perceptions of the same classroom can vary (Wolters, 2004). Furthermore, students' pre-existing personal goal orientations may shape their perceptions of classroom goal structures (Lyke & Kelaher Young, 2006). An investigation with tertiary students in naturalistic learning contexts will extend achievement goal theory to a multiple-goal perspective of classroom goal structures. 

Achievement goal theory, multiple-goal perspective, classroom goal structures, tertiary students

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James, V. and Yates, S.M. (2007) Extending the multiple-goal perspective to tertiary classroom goal structures. International Education Journal, 8 (2), 68-80.
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All text and graphics 1999-2007 Shannon Research Press. ISSN 1443-1475.