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Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against Performance Classroom Goal Structures: The Importance of Autonomy Support and Classroom Community. Contemporary Educational Psychology, 35(1), 88-99.

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Article

Micro VS Macro Goal Framework in College

1School of Education, The University of Texas, Tyler, United States


American Journal of Educational Research. 2017, Vol. 5 No. 12, 1191-1194
DOI: 10.12691/education-5-12-3
Copyright © 2017 Science and Education Publishing

Cite this paper:
Cheon-woo Han. Micro VS Macro Goal Framework in College. American Journal of Educational Research. 2017; 5(12):1191-1194. doi: 10.12691/education-5-12-3.

Correspondence to: Cheon-woo  Han, School of Education, The University of Texas, Tyler, United States. Email: chan@uttyler.edu

Abstract

This quasi-experimental study focused on the research hypothesis that students’ individual achievement goals toward each instructional component predict their perceptions of classroom goals. A total of 173 college students from an introductory educational psychology course participated in this study. Elliot and Church’s [23] achievement goals questionnaire and Urdan’s [21] perception of classroom goals were administered at pre- and post-measures during one academic semester. Multiple regression analysis was employed to determine whether or not students’ individual achievement goals toward each instructional task predicted their perceptions of classroom goals. The results showed that participants’ achievement goals toward in-class activities were significantly associated with their perceptions of classroom goals.

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