27 SES 05 C, Disciplinary Cultures, Learning Strategies and Communities of Inquiry
Achievement goal theory focuses on the purpose of engaging in a learning process (Middleton & Midgley, 1997). The theory differentiates between mastery goals that correspond to the will to improve ability, learn new things or master subjects as intellectual growth, performance-approach goals, which correspond to the desire to demonstrate ability and outperform others as a proof of one’s own success and performance-avoidance goals that correspond to the will to not be outperformed by others by avoiding any comparison (Darnon et als., 2010). The goal structure of the classroom and the perception of the teachers’ goal structure by the students are important within achievement goal theory. This involves the students’ perceptions of the purpose for approaching academic tasks and successful achievement. Further, teachers’ practices are important where rules, norms and routines implemented by the teacher influence the students’ perception of goal structure (Wolters, 2004).
Studies assessing goal structures have found significant differences between classrooms with high or low mastery goals. In classrooms where mastery goals were highly pronounced and performance goals were low, the teacher showed the students more support, respect, positive affect and encouraged students to help each other with schoolwork. In classrooms low in mastery goals but high in performance goals the students seemed to concentrate on listening to the teacher and perform individually work (Patrick et als., 2011).
Research has proved that there is a decline in motivation in grade level transition that can be explained by the change in achievement goals students perceive teachers to emphasize in different grades and changing classroom contexts (Anderman, 1999). Gottfried et als. (2001) also found that intrinsic motivation within different disciplines such as math, reading and science declines between the ages of 9 to 16 but this was not the case for social studies. Jonsson et als. (2012) found striking differences on teachers beliefs of ability dependent on subcultural discipline. The study investigated how achievement goals are expressed among students at the Swedish upper-secondary school dependent in relation to disciplinary culture as expressed in terms of which upper-secondary school study program they attend (natural science or social science) and how long time they have spent on the program. It explores the relations between different achievement goals and the possibility the students believe they have in improving their grades in a specific subject discipline (mathematic or social science). The aim of the study is to study the relations between achievement goals of different types (avoidance, performance and mastery) from different perspectives (personal, teacher and classroom) and if different subcultural disciplinary norms and values influence the students? achievement goals.
There are two main research questions. The first question concerns the relations between the students’ personal, the teacher and the classroom achievement goal orientation. If for example the student is high in mastery goal, is there a relation to reported high mastery goals orientation among the teachers, alternative within the classrooms, both or non? The second research question explores the effect of exposure to different disciplinary cultures on achievement goal orientation dependent on exposure to different programmes and changes due to grade level transition at the Swedish upper-secondary school.
Anderman, L.H. (1999). Classroom goal orientation, school belonging, and social goals as predictors of students? positive and negative affect following the transition to middle school. Journal of Research and Development in Education, 32, 89-103. Darnon, C., & Dompnier, B., Gilliéron, O., & Butera, F. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology, 102(1), 212-222. Friedel, J.M., Cortina, K.S., Turner, J.C., & Midgley, C. (2010). Changes in efficacy beliefs in mathematics across the transition to middle school: Examining the effects of perceived teacher and parent goal emphases. Journal of Educational Psychology, 102(1), 102-114. Jacobs, J.E., Lanza, S., Osgood, D.W., Eccles, J.S., & Wigfield, A. (2002). Changes in children?s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527. Jonsson, A-C., Beach, D., Korp, H & Erlandsson, P. (2012). Teachers’ implicit theories of intelligence: Influences from different disciplines and scientific theories, European Journal of Teacher Education, 35, (4), 387-400. Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710-718. Midgley, C-, Kaplan, A., Middleton, M., Urdan, T., Maehr, M.L., Hicks, L., Anderman, E., & Roeser, R.W. (1998). Development and validation of scales assessing students? achievement goal orientation. Contemporary Educational Psychology, 23, 113-131. Gottfried, A.E., Fleming, J.S., & Gottfried, A.I. (2001). Continuity of academic instrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3-13. Patrick, H., Kaplan, A., & Ryan, A.M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate. Journal of Educational Psychology, 103(2), 367-382. Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students? motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.